TOULMIN ANALYSIS OF META-MATHEMATICAL ARGUMENTATION IN A JAPANESE GRADE 8 CLASSROOM
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https://hdl.handle.net/11250/3137629Utgivelsesdato
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Reid, D. A., Shinno, Y., Komatsu, K. & Tsujiyama, Y. (2021). Toulmin Analysis of Meta-Mathematical Argumentation in a Japanese Grade 8 Classroom. I M. Inprasitha, N. Changsri & N. Boonsena (Red.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (s. 317-325), Vol.2. https://www.igpme.org/publications/current-proceedings/Sammendrag
In this research report we aim to analyse argumentation at two levels, using the so-called Toulmin model. We examine the structure of the mathematical argumentation, as well as the nature of the meta-mathematical argumentation justifying the validity of some proofs and the rejection of others in a Japanese grade 8 classroom. The results show that the analysis of a meta-mathematical argument allows us to gain a deeper insight into the proving process, although the role of the statements is more difficult to determine.