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Modelling mathematical argumentation: the importance of qualification

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journal contribution
posted on 29.06.2011, 16:19 by Matthew Inglis, Juan P. Mejia-Ramos, Adrian Simpson
In recent years several mathematics education researchers have attempted to analyse students’ arguments using a restricted form of Toulmin’s (1958) argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate mathematics students, and argue that a superior categorisation of genuine mathematical argumentation is provided by the use of Toulmin’s full scheme. In particular, we suggest that modal qualifiers play an important and previously unrecognised role in mathematical argumentation, and that one of the goals of instruction should be to develop students’ abilities to appropriately match up warrant-types with modal qualifiers.

History

School

  • Science

Department

  • Mathematics Education Centre

Citation

© Springer

Publisher

INGLIS, M., MEIJA-RAMOS, J.P. and SIMPSON, A., 2007. Modelling mathematical argumentation: the importance of qualification. Educational Studies in Mathematics, 66 (1), pp. 3-21.

Version

AM (Accepted Manuscript)

Publication date

2007

Notes

The final publication is available at: http://dx.doi.org/10.1007/s10649-006-9059-8

ISSN

0013-1954;1573-0816

Language

en

Exports

Loughborough Publications

Categories

Exports