Conceptions and consequences of mathematical argumentation, justification, and proof
Author(s)
Bibliographic Information
Conceptions and consequences of mathematical argumentation, justification, and proof
（Research in mathematics education / series editors, Jinfa Cai, James Middleton）
Springer, c2022
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Note
Other editors: AnnaMarie Conner, Karl W. Kosko, Megan Staples
Includes bibliographical references and index
Description and Table of Contents
Description
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 conceptions of each construct. Through analyses of classroom practice across grade levels using different lenses - particular conceptions of argumentation, justification, and proof - researchers consider the implications of how each conception shapes empirical outcomes. In each section, organized by grade band, authors adopt particular conceptions of argumentation, justification, and proof, and they analyse one data set from each perspective. In addition, each section includes a synthesis chapter from an expert 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.
Table of Contents
Table of Contents
Introduction: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education
Megan Staples & AnnaMarie Conner
Part 1: Argumentation, Justification and Proof in an Elementary Classroom
Overview of the Elementary Level Data
Karl W. Kosko
Argumentation in the Elementary Grades: The Role of Participants, Tasks, and Tools
Chepina Rumsey, Ian Whitacre, Sebnem Atabas,& Jessica L. Smith
Justification in the Elementary Grades: Justification to Develop and Provide Access to Mathematical Reasoning
Eva Thanheiser & Amanda Sugimoto
Proof in the Elementary Grades: A Multimodal Approach to Generalization and Proof
Candace Walkington & Dawn Woods
On the Meanings of Argumentation, Justification, and Proof: General Insights from Analyses of Elementary Classroom Episodes
Andreas J. Stylianides & Gabriel J. Stylianides
Part 2: Argumentation, Justification and Proof in a Middle Grades Classroom
Overview of Middle Level Data
Megan Staples
Argumentation in the Middle Grades: Exploring a Teacher's Support of Collective Argumentation
Carolos Nicolas Gomez, Stacy R. Jones, & Hilary Tanck
Justification in the Middle Grades: A Process of Verification and Sense-Making
Kristin Lesseig & Jerilynn Lepak
Proof in the Middle Grades: Can we Label Middle Grades Arguments as Proof with a Capital P?
David A. Yopp, Rob Ely, Anne E. Adams, & Annelise W. Nielsen
Argumentation, Justification, and Proof in Middle School: A Rose by Any Other Name
Eric Knuth, Orit Zaslavsky, & Hangil Kim
Part 3: Argumentation, Justification and Proof in High School Mathematics
Overview of High School Level Data
AnnaMarie Conner
Argumentation in the Context of High School Mathematics: Examining Dialogic Aspects of Argumentation
Markus Hahkioeniemi
Justification in the Context of High School Mathematics: Co-Constructing Content and Process
Jill Newton
Proof in the Context of High School Mathematics: A First Approach through Discussion, with Occasions and Missed Opportunities
Francesca Morselli
Reasoning is in the Eye of the Lens-Holder: Observations Made through the Lenses of Justification, Argumentation, and Proof at the High School Level
Michelle Cirillo & Dana C. Cox
Part 4: Argumentation, Justification and Proof at the Tertiary Level
Overview of Tertiary Level Data
David Plaxco
Argumentation in the Context of Tertiary Mathematics: A Case Study of Classroom Argumentation and the Role of Instructor Moves
David Plaxco & Megan Wawro
Justification in the Context of Tertiary Mathematics: Undergraduate Students Exploring the Properties and Relations of the Dihedral Group
Shiv Smith Karunakaran & Mariana Levin
Proof in the Context of Tertiary Mathematics: Undergraduate Inquiry-Based Learning in Abstract Algebra as a Precursor to Mathematical Proof
Timothy Fyukawa-Connelly & Sera Karahoca
Mathematics Educators as Polymaths, Brokers, and Learners: Commentary on the Tertiary Chapters on Argumentation, Justification, and Proof
Paul Christian Dawkins
Part 5: Lenses on Researching Argumentation, Justification and Proof Across the Grade Levels
Participation in Argumentation: Teacher and Student Roles across the Grades
AnnaMarie Conner
Justification Across the Grade Bands
Amy Ellis, Megan Staples, & Kristen N. Bieda
Lens, Blinders, or Kaleidoscope? Using a Definition of Proof to Make Sense of Classroom Activity
Sean Larsen & Tenchita Alzaga Elizondo
Conclusion: Considering the Consequences of Our Conceptions of Argumentation, Justification, and Proof
Karl W. Kosko & Kristen N. Bieda
by "Nielsen BookData"
