USING INTERPERSONAL DISCOURSE IN SMALL GROUP DEVELOPMENT OF MATHEMATICAL ARGUMENTS.

The development of proofs and argumentation is one of the major standards for mathematical practices in K-12 education that researchers and practitioners alike are continuing to improve. Further, the use of discourse is considered essential in the learning of mathematical concepts at these levels. However, K-12 educators continue to confound how best to utilize student interpersonal discourse to advance the development of mathematical arguments. This qualitative study examines the nature of student discourse in small-group interactions as students create collective arguments based on mathematical evidence. In examining the patterns of discourse in small groups, the study concludes the effectiveness of various types of discourse in peer-to-peer interaction as students develop more analytical thoughts through the support of their discourse with one another in creating proofs and arguments. [ABSTRACT FROM AUTHOR]