標(biāo)題: Titlebook: Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof; Kristen N. Bieda,AnnaMarie Conner,Megan Staples Book [打印本頁] 作者: 大腦 時(shí)間: 2025-3-21 16:36
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書目名稱Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof讀者反饋學(xué)科排名
作者: 閑蕩 時(shí)間: 2025-3-21 22:03 作者: microscopic 時(shí)間: 2025-3-22 03:44
https://doi.org/10.1007/978-3-030-69299-5le sum of a polygon was accurate because their multiple approaches (e.g., measuring, making a table, dividing the polygon into triangles) all led to the same results. We also found that the broad view of justification in the given definition captured situations for both explanation and justification作者: aerobic 時(shí)間: 2025-3-22 06:45
Justification in the Context of Middle Grades: A Process of Verification and Sense-Makingby-step proceduralization of the justification process provided all students with access to the task, it may have limited sensemaking opportunities or given students a false account of what it means to justify. Recognizing that the transcript only provided a snapshot of one classroom episode, we off作者: Enliven 時(shí)間: 2025-3-22 11:50
Argumentation?in the Context of High School?Mathematics: Examining Dialogic Aspects of Argumentationelaborating each other’s ideas. On the other hand, use of an authoritative approach appeared to constrain students’ possibilities to provide support for claims. Considering dialogic aspects enriches the analysis or argumentation when argumentation is understood as a process as emphasized in the defi作者: resistant 時(shí)間: 2025-3-22 16:01 作者: resistant 時(shí)間: 2025-3-22 20:00
Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof作者: Mere僅僅 時(shí)間: 2025-3-22 22:32 作者: Parallel 時(shí)間: 2025-3-23 03:09
2570-4729 tical frameworks through analysis of classroom data from gra.This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular concep作者: 人充滿活力 時(shí)間: 2025-3-23 06:46
https://doi.org/10.1007/978-1-349-22133-2ir content knowledge. Justification can also be used as a tool to open access to various forms of mathematical reasoning. In this chapter, we explore what justifications were shared in a second-grade classroom and how they were or were not leveraged to provide access to students’ mathematical reasoning.作者: 自由職業(yè)者 時(shí)間: 2025-3-23 13:35
Christopher Vaccaro,Yvette Kisorof and proving in middle grades. We found that middle-grade students demonstrate some practices associated with proof and proving and recommend exposing students to what we call the rules of the game for proof and proving.作者: faultfinder 時(shí)間: 2025-3-23 16:36 作者: Expressly 時(shí)間: 2025-3-23 20:41
Proof in the Context of Middle Grades: Can We Label Middle School Arguments as Proof with a Capital of and proving in middle grades. We found that middle-grade students demonstrate some practices associated with proof and proving and recommend exposing students to what we call the rules of the game for proof and proving.作者: Diastole 時(shí)間: 2025-3-23 23:18 作者: Trigger-Point 時(shí)間: 2025-3-24 02:32 作者: avulsion 時(shí)間: 2025-3-24 10:05
Tolkien and the Twentieth Century,ecting on the implications of using alternative terms and definitions to analyze the same classroom episodes can help deepen understanding about and sensitivity to issues of terminology and meaning in mathematics education research.作者: Condense 時(shí)間: 2025-3-24 12:00 作者: Iniquitous 時(shí)間: 2025-3-24 15:05
https://doi.org/10.1007/978-3-030-97475-6acher education concerning proof and proving, as well as on teaching methods (such as orchestrating mathematical discussions), and on the specific roles the teacher should play to promote a meaningful approach to proof and proving.作者: miniature 時(shí)間: 2025-3-24 21:37 作者: judiciousness 時(shí)間: 2025-3-25 03:14 作者: Communicate 時(shí)間: 2025-3-25 07:09
On the Meanings of Argumentation, Justification, and Proof: General Insights from Analyses of Elemenecting on the implications of using alternative terms and definitions to analyze the same classroom episodes can help deepen understanding about and sensitivity to issues of terminology and meaning in mathematics education research.作者: 朦朧 時(shí)間: 2025-3-25 09:13 作者: GLUT 時(shí)間: 2025-3-25 12:25 作者: 憤慨一下 時(shí)間: 2025-3-25 19:35
Reasoning Is in the Eye of the Lens-Holder: Observations Made Through the Lenses of Justification, A and argumentation researchers being most similar. Regardless of the lens applied, the researchers all concluded that the teacher heavily controlled the lesson and that a key idea was never justified. Understanding the classroom events is enriched by considering these multiple lenses.作者: Minuet 時(shí)間: 2025-3-25 21:05
Book 2022 in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.? ? ??.作者: 愛社交 時(shí)間: 2025-3-26 01:15 作者: laxative 時(shí)間: 2025-3-26 07:39 作者: Licentious 時(shí)間: 2025-3-26 08:39
Justification in the Context of Elementary Grades: Justification to Develop and Provide Access to Mas sense. Through social interaction in the classroom, students develop their understanding of the process of mathematical justification as well as their content knowledge. Justification can also be used as a tool to open access to various forms of mathematical reasoning. In this chapter, we explore 作者: 半球 時(shí)間: 2025-3-26 13:35
Proof in the Context of Elementary Grades: A Multimodal Approach to Generalization and Proof in Elemts interacted with mathematical tasks, we identified the different multimodal resources accessed during teaching and learning, as well as moments of generalization during proof activities. We also examine modal-specific epistemological commitments displayed by the teacher and the students, where one作者: watertight, 時(shí)間: 2025-3-26 20:37
On the Meanings of Argumentation, Justification, and Proof: General Insights from Analyses of Elemenlicit definition. In this chapter we reflect on issues of terminology with regard to these terms, and we explore implications of using alternative definitions thereof when analyzing the same classroom episodes. Our discussion highlights the importance of researchers making their definitions of argum作者: Decline 時(shí)間: 2025-3-26 22:21 作者: considerable 時(shí)間: 2025-3-27 03:16
Justification in the Context of Middle Grades: A Process of Verification and Sense-Makingh indicates that students receive little opportunity to engage in justification activities for various reasons. In this chapter, we sought to describe the justification process that unfolded during one middle-grade classroom lesson and identify elements that supported this process. To do so, we pars作者: 孤僻 時(shí)間: 2025-3-27 07:37
Proof in the Context of Middle Grades: Can We Label Middle School Arguments as Proof with a Capital scussion of this definition and a rubric developed from the definition. Data from our own project are included to illustrate the possibilities for proof and proving in middle grades. We found that middle-grade students demonstrate some practices associated with proof and proving and recommend exposi作者: 多產(chǎn)魚 時(shí)間: 2025-3-27 12:27 作者: 啞劇 時(shí)間: 2025-3-27 14:47
Overview of High School-Level Data US-based high school classroom with ninth-grade students (ages 14–15). The lesson focused on finding a formula for the sum of the interior angles of any polygon. The context of the lesson and an overview of the whole-class discussion are described.作者: 放肆的你 時(shí)間: 2025-3-27 18:24
Argumentation?in the Context of High School?Mathematics: Examining Dialogic Aspects of Argumentationn the process of making mathematical claims and providing evidence to support them. I analyzed the provided data for students’ dialogic and justifying moves and investigated how the teacher supported argumentation. I found that the students’ dialogic moves included elaborating and commenting on peer作者: 移植 時(shí)間: 2025-3-28 01:29 作者: arcane 時(shí)間: 2025-3-28 04:38
Proof in the Context of High School: A First Approach Through Discussion, with Occasions and Missed rinciple convey the concept of proof as a cluster, in the sense of Weber (Proceedings of the Joint Meeting of PME 38 and PME-NA 36. PME, Vancouver, Canada, 2014), the analysis shows that not all the potentialities were caught during the class discussion. Theoretical tools concerning the role of the 作者: 血友病 時(shí)間: 2025-3-28 07:04 作者: cochlea 時(shí)間: 2025-3-28 11:08 作者: FILLY 時(shí)間: 2025-3-28 18:30
Research in Mathematics Educationhttp://image.papertrans.cn/c/image/234874.jpg作者: 高談闊論 時(shí)間: 2025-3-28 19:34
Introduction: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education,discuss the various conceptualizations of each of the constructs being examined. We explain our choices for definitions of these constructs that were provided to authors and then used to ground these analyses. Finally, we discuss the unique nature and structure of the book and offer some approaches for how to productively engage these chapters.作者: debble 時(shí)間: 2025-3-28 23:03 作者: barium-study 時(shí)間: 2025-3-29 05:24
Overview of Middle Grades Datan, and proof. The data comes from a US-based, seventh-grade (ages 12–13) lesson focusing on exploring the distributive property and the difference between supporting a claim for a finite number of cases versus an infinite number of cases. The context of the lesson, the data provided, and an overview of the whole-class discussion are described.作者: Rinne-Test 時(shí)間: 2025-3-29 07:32 作者: 支形吊燈 時(shí)間: 2025-3-29 14:30
https://doi.org/10.1007/978-94-017-0241-6discuss the various conceptualizations of each of the constructs being examined. We explain our choices for definitions of these constructs that were provided to authors and then used to ground these analyses. Finally, we discuss the unique nature and structure of the book and offer some approaches 作者: Obstreperous 時(shí)間: 2025-3-29 18:15 作者: Peristalsis 時(shí)間: 2025-3-29 20:48
https://doi.org/10.1007/978-1-349-22133-2s sense. Through social interaction in the classroom, students develop their understanding of the process of mathematical justification as well as their content knowledge. Justification can also be used as a tool to open access to various forms of mathematical reasoning. In this chapter, we explore 作者: CAGE 時(shí)間: 2025-3-30 00:22
https://doi.org/10.1007/978-1-349-22133-2ts interacted with mathematical tasks, we identified the different multimodal resources accessed during teaching and learning, as well as moments of generalization during proof activities. We also examine modal-specific epistemological commitments displayed by the teacher and the students, where one作者: Infirm 時(shí)間: 2025-3-30 07:12 作者: 詼諧 時(shí)間: 2025-3-30 11:46
Language and Alterity in Tolkien and Lévinasn, and proof. The data comes from a US-based, seventh-grade (ages 12–13) lesson focusing on exploring the distributive property and the difference between supporting a claim for a finite number of cases versus an infinite number of cases. The context of the lesson, the data provided, and an overview作者: 縫紉 時(shí)間: 2025-3-30 14:24
Christopher Vaccaro,Yvette Kisorh indicates that students receive little opportunity to engage in justification activities for various reasons. In this chapter, we sought to describe the justification process that unfolded during one middle-grade classroom lesson and identify elements that supported this process. To do so, we pars作者: Negligible 時(shí)間: 2025-3-30 19:31
Christopher Vaccaro,Yvette Kisorscussion of this definition and a rubric developed from the definition. Data from our own project are included to illustrate the possibilities for proof and proving in middle grades. We found that middle-grade students demonstrate some practices associated with proof and proving and recommend exposi作者: 熔巖 時(shí)間: 2025-3-30 21:50
https://doi.org/10.1007/978-3-319-61018-4 a task designed to engage students in proving-related activity. We also discuss the consequences associated with analyzing classroom data of the task’s implementation from the three different perspectives of argumentation, justification, and proof. In the former case, we discuss the possibilities a作者: 斷斷續(xù)續(xù) 時(shí)間: 2025-3-31 02:33
https://doi.org/10.1007/978-3-319-61018-4 US-based high school classroom with ninth-grade students (ages 14–15). The lesson focused on finding a formula for the sum of the interior angles of any polygon. The context of the lesson and an overview of the whole-class discussion are described.作者: 不可侵犯 時(shí)間: 2025-3-31 05:52 作者: 高歌 時(shí)間: 2025-3-31 11:04
