Requests for reasoning in geometrical textbook tasks for primary-level students
Research output: Contributions to collected editions/works › Published abstract in conference proceedings › Research › peer-review
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Requests for reasoning in geometrical textbook tasks for primary-level students. / Ruwisch, Silke; Gerloff, Stephanie.
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education: Alicante, Spain July 18 – 23, 2022; Volume 4. ed. / Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas. Vol. 4 Alicante : International Group for the Psychology of Mathematics Education, 2022. p. 399 (Proceedings of the ... International Conference for the Psychology of Mathematical Education; Vol. 45, No. 4).Research output: Contributions to collected editions/works › Published abstract in conference proceedings › Research › peer-review
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TY - CHAP
T1 - Requests for reasoning in geometrical textbook tasks for primary-level students
AU - Ruwisch, Silke
AU - Gerloff, Stephanie
N1 - Conference code: 45
PY - 2022
Y1 - 2022
N2 - Mathematical reasoning may lead to a deeper individual understanding. Although geometric learning at the beginning of school is still essentially visual and holistic, geometry becomes a popular content area for learning mathematical reasoning, argumentation and proof in secondary school (Battista, 2009). Our textbook analyses from 2010 and 2016 (Ruwisch, 2017) showed that even over time, only less than 10% of the textbook problems in grades 3 and 4 ask for reasoning. Roughly two types of requests could be distinguished: explicit and more implicit requests. In nearly all textbooks, more problems asked implicitly for reasoning than explicitly. On average, implicit requests were twice as frequent as explicit ones, although the amount of explicit requests was slightly higher in fourth grade.RESEARCH QUESTIONS1. How often are requests for reasoning in geometrical tasks in comparison to other contents in the textbooks?2. How can explicit and implicit reasoning prompts in geometrical tasks be linguistically differentiated in detail?PROMPTS FOR REASONING IN GEOMETRICAL TEXTBOOK TASKSThe textbook series differ both in terms of the total number of (geometrical) tasks and the number of prompts for reasoning (in geometrical tasks). Whereas 8.5% of all textbook tasks require reasoning, a different picture occur, when focussing on the geometrical tasks only: On average, 14% of the geometrical tasks ask for reasoning, but only about 4% do it explicitly. Four explicit (reasoning, arguing, explaining, and proving) and five implicit (assuming, detecting, deciding, checking, and judging) reasoning competencies could be identified as task requirements. They will be presented in detail on the poster.
AB - Mathematical reasoning may lead to a deeper individual understanding. Although geometric learning at the beginning of school is still essentially visual and holistic, geometry becomes a popular content area for learning mathematical reasoning, argumentation and proof in secondary school (Battista, 2009). Our textbook analyses from 2010 and 2016 (Ruwisch, 2017) showed that even over time, only less than 10% of the textbook problems in grades 3 and 4 ask for reasoning. Roughly two types of requests could be distinguished: explicit and more implicit requests. In nearly all textbooks, more problems asked implicitly for reasoning than explicitly. On average, implicit requests were twice as frequent as explicit ones, although the amount of explicit requests was slightly higher in fourth grade.RESEARCH QUESTIONS1. How often are requests for reasoning in geometrical tasks in comparison to other contents in the textbooks?2. How can explicit and implicit reasoning prompts in geometrical tasks be linguistically differentiated in detail?PROMPTS FOR REASONING IN GEOMETRICAL TEXTBOOK TASKSThe textbook series differ both in terms of the total number of (geometrical) tasks and the number of prompts for reasoning (in geometrical tasks). Whereas 8.5% of all textbook tasks require reasoning, a different picture occur, when focussing on the geometrical tasks only: On average, 14% of the geometrical tasks ask for reasoning, but only about 4% do it explicitly. Four explicit (reasoning, arguing, explaining, and proving) and five implicit (assuming, detecting, deciding, checking, and judging) reasoning competencies could be identified as task requirements. They will be presented in detail on the poster.
KW - Mathematics
UR - http://www.scopus.com/inward/record.url?scp=85181201031&partnerID=8YFLogxK
UR - https://rua.ua.es/dspace/handle/10045/127092
M3 - Published abstract in conference proceedings
AN - SCOPUS:85181201031
VL - 4
T3 - Proceedings of the ... International Conference for the Psychology of Mathematical Education
SP - 399
BT - Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education
A2 - Fernández, Ceneida
A2 - Llinares, Salvador
A2 - Gutiérrez, Ángel
A2 - Planas, Núria
PB - International Group for the Psychology of Mathematics Education
CY - Alicante
T2 - 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022
Y2 - 18 July 2022 through 23 July 2022
ER -