Educational Studies in Mathematics

, Volume 39, Issue 1, pp 89–110

Argumentation and Conceptualization in Context: a Case Study on Sunshadows in Primary School

  • Nadia Douek
Article

DOI: 10.1023/A:1003800814251

Cite this article as:
Douek, N. Educational Studies in Mathematics (1999) 39: 89. doi:10.1023/A:1003800814251

Abstract

I will analyse the individual and collective activities of fourth grade students while trying to explain a schoolfellow's mistake in the use of a geometrical schema (shared by the class) of the sunshadows phenomenon. The study aims at detecting productive links between context-related argumentation, mathematical modelling (here concerning sunshadows) and conceptualization (inclination of a straight line to a plane), as well as discussing their relevance for mathematics education.

argumentationconceptualizationcontextgeometrical modellingprimary schoolsunshadows

Copyright information

© Kluwer Academic Publishers 1999

Authors and Affiliations

  • Nadia Douek
    • 1
  1. 1.MontreuilFrance