Mathematical Argumentation Performance of Sixth-Graders in a Chinese Rural Class

Autor/inn/en	Zhou, Da; Liu, Jinqing; Liu, Jian
Titel	Mathematical Argumentation Performance of Sixth-Graders in a Chinese Rural Class
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 9 (2021) 2, S.213-235 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Da) ORCID (Liu, Jinqing) ORCID (Liu, Jian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-611X
Schlagwörter	Mathematics Instruction; Rural Areas; Pilot Projects; Grade 6; Elementary School Students; Persuasive Discourse; Foreign Countries; Mathematics Teachers; Teacher Attitudes; Teaching Methods; Skill Development; Logical Thinking; Teacher Role; Task Analysis; Writing (Composition); China + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Rural area; Ländlicher Raum; Pilot project; Modellversuch; Pilotprojekt; School year 06; 6. Schuljahr; Schuljahr 06; Persuasion; Persuasive Kommunikation; Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerrolle; Aufgabenanalyse; Schreibübung
Abstract	Researchers have established that solid argumentation is essential for developing, establishing and communicating mathematical knowledge, which attracted substantial attention from researchers, but few have simultaneously investigated the argumentation performance of sixth-graders and their teacher's potential influence in Chinese rural classrooms. In this pilot study, 33 sixth graders in a Chinese rural class were examined, and the math teacher who had been teaching them for three years was interviewed. Findings related to the students' performance revealed the need to improve their argumentation competency, including using more diverse modes of arguments and argument representation as well as developing more advanced types of arguments (e.g., deductive argumentation). The interview finding with the math teacher indicated that the teacher's perception and knowledge might impact students? learning opportunities to conduct argumentation and, therefore, may influence students? argumentative performance. Implications and limitations of this study is discussed at the end. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: http://ijemst.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01