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Proof and Argumentation in K-12 Mathematics: A Review of Conceptions, Content, and Support
- Source :
-
International Journal of Mathematical Education in Science and Technology . 2020 51(5):754-774. - Publication Year :
- 2020
-
Abstract
- Current international curriculum frameworks and research advocate for K-12 mathematics to emphasize proof and argumentation. This review synthesizes literature related to conceptions, content, and supportive actions for proof and argumentation across four grade-level bands: K-2, 3-5, 6-8, and 9-12. Our systematic search and subsequent screening process yielded 76 articles for coding and analysis. The findings suggest (a) a variety of conceptualizations that are imbalanced amongst the grade bands, (b) there is more research related to proof and argumentation in middle (6-8) and high school (9-12) compared to elementary school (K-5), (c) the type of content used to solicit argumentation is not well-balanced, and (d) supportive actions include aspects related to classroom culture, individual accountability, and conjecturing before justifying.
Details
- Language :
- English
- ISSN :
- 0020-739X
- Volume :
- 51
- Issue :
- 5
- Database :
- ERIC
- Journal :
- International Journal of Mathematical Education in Science and Technology
- Publication Type :
- Academic Journal
- Accession number :
- EJ1259585
- Document Type :
- Journal Articles<br />Information Analyses
- Full Text :
- https://doi.org/10.1080/0020739X.2019.1626503