Assessing Mathematical Argumentation through Automated Conversation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/in	Cayton-Hodges, Gabrielle A.
Titel	Assessing Mathematical Argumentation through Automated Conversation [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Persuasive Discourse; Teaching Methods; Computer Simulation; Common Core State Standards; Skill Development; Peer Relationship; Discourse Analysis; Language Patterns; Classroom Communication; Elementary School Students; Elementary School Teachers; Grade 8; Algebra; Student Evaluation; Evaluation Methods; Pretests Posttests + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Common core curriculum; Curriculum; Kerncurriculum; Kompetenzentwicklung; Qualifikationsentwicklung; Peer-Beziehungen; Diskursanalyse; Sprachmodell; Sprachstruktur; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 08; 8. Schuljahr; Schuljahr 08; Schulnote; Studentische Bewertung
Abstract	Mathematical Argumentation skills have historically been overlooked in assessment, but the inclusion of Mathematical Argumentation in the Common Core State Standards (CCSS) as one of the Standards of Mathematical Practice challenges assessment developers to assess this mathematical practice. Explanation and justification of one's own thinking to a specific audience is considered a fundamental part of this mathematical practice. Based on student demonstration of argumentation skills when engaging with peers, we have developed automated conversations with virtual teachers and peers to investigate how alternative conversational patterns influence types of student responses. This technology allows assessment developers an innovative avenue for exploring new task designs that adapt to individual users and produce additional data not found in traditional measures. Preliminary findings from this investigation are presented. [For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01