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Educational Studies in Mathematics

, Volume 96, Issue 2, pp 169–186 | Cite as

Enhancing students’ mathematical reasoning in the classroom: teacher actions facilitating generalization and justification

  • Joana Mata-Pereira
  • João-Pedro da Ponte
Article

Abstract

A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students’ mathematical reasoning, we conduct design research where whole-class mathematical discussions triggered by exploratory tasks play a key role. We take mathematical reasoning as making justified inferences and we consider generalizing and justifying central reasoning processes. Regarding teacher actions, we consider inviting, informing/suggesting, supporting/guiding and challenging actions can be identified in whole-class discussions. This paper presents design principles for an intervention geared to tackle such reasoning processes and focuses on a whole-class discussion on a grade 7 lesson about linear equations and functions. Data analysis concerns teacher actions in relation to design principles and to the sought mathematical reasoning processes. The conclusions highlight teacher actions that lead students to generalize and justify. Generalizations may arise from a central challenging action or from several guiding actions. Regarding justifications, a main challenging action seems to be essential, while follow-up guiding actions may promote a further development of this reasoning process. Thus, this paper provides a set of design principles and a characterization of teacher actions which enhance students’ mathematical reasoning processes such as generalization and justification.

Keywords

Mathematical reasoning Teacher actions Generalization Justification Design research 

Notes

Acknowledgments

This work is supported by national funds through FCT – Fundação para a Ciência e Tecnologia by a grant to Joana Mata-Pereira (SFRH/BD/94928/2013).

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Copyright information

© Springer Science+Business Media Dordrecht 2017

Authors and Affiliations

  1. 1.Instituto de EducaçãoUniversidade de Lisboa, Alameda da UniversidadeLisboaPortugal

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