학술논문
Supporting Students’ Argumentation Structure Construction using Indeterminacy of Diagram
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- 영문명
- 발행기관
- 대한수학교육학회
- 저자명
- Kyeong-Hwa Lee Jeong-Won Noh Sung-Jae Moon
- 간행물 정보
- 『수학교육학연구』제30권 특별호, 199~211쪽, 전체 13쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2020.08.31
4,360원
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국문 초록
영문 초록
In this study, we analyze students’ argumentation structures constructed using semiotic mediation activities involving a task with indeterminate diagrams. The main purpose of this article is to reveal how semiotic mediation activities engaged indeterminacy of diagram to support students’ argumentation structure construction. To this end, we use Toulmin’s model to illustrate how students construct and elaborate their conjectures and arguments about geometrical properties in the process of actualizing virtual relationships between the given diagrams. The findings indicate that the various ways in which the students explored the argumentation structures latent in the task emerged from the indeterminacy of the given diagrams and their potential meanings and relationships. In particular, both constructive argumentation and structurant argumentation were promoted in the process of logically connecting the diagrams. We also observed that the students used kinematic and spatial metaphors to describe the possibilities in the logical connections between diagrams while constructing argumentation structures. As a conclusion, we claim that diagrammatic indeterminacy can be considered semiotic potential or its source.
목차
키워드
해당간행물 수록 논문
- Do Generic Proofs Improve Proof Comprehension?
- Demystifying Proofs Through Structured Interaction: A Case Study of One Instructor’s Teaching in an Undergraduate Analysis Course
- Supporting Students’ Argumentation Structure Construction using Indeterminacy of Diagram
- Teaching to Listen, Question, and Ponder: An Investigation into Promoting an Enquiring Atmosphere in a Mathematics Classroom
- Proof in Mathematics Education, 1980-2020: An Overview
- Middle-Grade Teachers’ Reasoning with Fraction Division Tasks
- Are Teachers Amenable to Increasing Students’ Scope of Work in Doing Proofs? Estimating Teachers’ Decision-Making Using a Diagnostic Classification Model
- Teachers’ Views about the Role of Examples in Proving-related Activities
- An Analysis of Fifth and Sixth Graders’ Algebraic Thinking about Reverse Fraction Problems
- Learning to Solve Counting Problems: Challenges and Opportunities for Non-Math Majors
- A Model for Teaching Mathematical Argument at the Elementary Grades
- Introduction
- Exploring Mathematical Reasoning of Elementary Preservice Teachers
- Korean Teachers’ Mathematical Knowledge for Teaching in Algebraic Reasoning
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