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Overview of the Elementary Level Data

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Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof

Part of the book series: Research in Mathematics Education ((RME))

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Abstract

This chapter provides an overview of data analyzed by authors focusing on the constructs of argumentation, justification, and proof. Data comes from a US-based second-grade (ages 7–8) lesson focusing on the concept of equivalence. Evidence from whole class discussions, as well as written work and use of classroom tools incorporated are described in context.

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Notes

  1. 1.

    The school district had adopted Investigations in Mathematics (2nd Edition) as their textbook, provided frequent professional development opportunities for elementary mathematics, and advocated reform-oriented pedagogy in each of their schools.

  2. 2.

    Partners worked with individual Cuisenaire rod sets (72 rods), including only four each of orange rods (10 cm), blue rods (9 cm), and brown rods (8 cm). Smaller rod lengths were included at higher frequencies in each set.

References

  • Kosko, K. W., & Zimmerman, B. (2019). Emergence of argument in children’s mathematical writing. Journal of Early Childhood Literacy, 19(1), 82–106.

    Article  Google Scholar 

  • Krummheuer, G. (2007). Argumentation and participation in the primary mathematics classroom: Two episodes and related theoretical abductions. Journal of Mathematical Behavior, 26, 60–82.

    Article  Google Scholar 

  • Rogers, K. C., & Kosko, K. W. (2019). How elementary and collegiate instructors envision tasks as supportive of mathematical argumentation: A comparison of instructors’ task constructions. Journal of Mathematical Behavior, 53, 228–241.

    Article  Google Scholar 

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Author information

Authors and Affiliations

  1. Kent State University, Kent, OH, USA

    Karl W. Kosko

Authors
  1. Karl W. Kosko
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Correspondence to Karl W. Kosko .

Editor information

Editors and Affiliations

  1. Michigan State University, East Lansing, MI, USA

    Kristen N. Bieda

  2. University of Georgia,, Athens, GA, USA

    AnnaMarie Conner

  3. Kent State University, Kent, OH, USA

    Karl W. Kosko

  4. University of Connecticut, Storrs, CT, USA

    Megan Staples

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Kosko, K.W. (2022). Overview of the Elementary Level Data. In: Bieda, K.N., Conner, A., Kosko, K.W., Staples, M. (eds) Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof . Research in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-80008-6_2

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  • DOI: https://doi.org/10.1007/978-3-030-80008-6_2

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-80007-9

  • Online ISBN: 978-3-030-80008-6

  • eBook Packages: EducationEducation (R0)

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