Learning to Reason in an Informal Math After-School Program

Autor/inn/en	Mueller, Mary; Maher, Carolyn
Titel	Learning to Reason in an Informal Math After-School Program
Quelle	In: Mathematics Education Research Journal, 21 (2009) 3, S.7-35 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	After School Programs; Urban Areas; Mathematics Instruction; Informal Education; College School Cooperation; Disadvantaged Youth; Poverty; African Americans; Hispanic Americans; Cooperative Learning; Problem Solving; Mathematical Concepts; Peer Teaching; Persuasive Discourse; Thinking Skills; Mathematical Logic; Models + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Urban area; Stadtregion; Mathematics lessons; Mathematikunterricht; Informelle Bildung; Nichtformale Bildung; Benachteiligter Jugendlicher; Armut; Afroamerikaner; Hispanic; Hispanoamerikaner; Kooperatives Lernen; Problemlösen; Peer group teaching; Peer Group Teaching; Persuasion; Persuasive Kommunikation; Denkfähigkeit; Mathematical logics; Mathematische Logik; Analogiemodell
Abstract	This research was conducted during an after-school partnership between a University and school district in an economically depressed, urban area. The school population consists of 99% African American and Latino students. During the informal after-school math program, a group of 24 6th-grade students from a low socioeconomic community worked collaboratively on open-ended problems involving fractions. The students, in their problem solving discussions, coconstructed arguments and provided justifications for their solutions. In the process, they questioned, corrected, and built on each other's ideas. This paper describes the types of student reasoning that emerged in the process of justifying solutions to the problems posed. It illustrates how the students' arguments developed over time. The findings of this study indicate that, within an environment that invites exploration and collaboration, students can be engaged in defending their reasoning in both their small groups and within the larger community. In the process of justifying, they naturally build arguments that take the form of proof. (Contains 10 figures, 1 table, and 3 footnotes.) (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: merj@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10