PROMOTING STUDENT REASONING THROUGH CAREFUL TASK DESIGN: A COMPARISON OF THREE STUDIES

Autores

  • Mary F. Mueller
  • Dina Yankelewitz
  • Carolyn Maher

DOI:

https://doi.org/10.17921/2176-5634.2010v3n1p%25p

Resumo

Researchers have found that students as young as elementary school can engage in mathematical reasoning. Specifically, particular tasks tend to encourage this reasoning. This paper provides insight into some general characteristics of tasks that may lead to arguments that represent varied forms of reasoning. In this paper we report on arguments built by diverse student groups, of different ages, that were used to justify their solutions to problems from the fraction and counting strands of longitudinal and cross-sectional studies. We compare the characteristics of the two tasks and suggest how the implementation of tasks such as these can help elicit varied student reasoning.

Downloads

Publicado

2015-06-18

Como Citar

Mueller, M. F., Yankelewitz, D., & Maher, C. (2015). PROMOTING STUDENT REASONING THROUGH CAREFUL TASK DESIGN: A COMPARISON OF THREE STUDIES. Jornal Internacional De Estudos Em Educação Matemática, 3(1). https://doi.org/10.17921/2176-5634.2010v3n1p%p

Edição

Seção

Artigos