Learning through critiquing: investigating students’ responses to others’ graphs of a real-life functional situation

Karina J. Wilkie, Michal Ayalon

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review


    Argumentation activities, such as constructing and communicating claims, critiquing others’ ideas, and evaluating the strengths and weaknesses of claims, can play a foundational role in students’ educational development. Yet there is more to understand about utilising these activities for effective mathematics learning. This paper discusses an exploration of 12 Australian students’ responses to a purposefully designed argumentation task on graphing functions to provide insight into their attention to particular functions concepts. Issues related to argumentation task design and functions teaching and learning are discussed.
    Original languageEnglish
    Title of host publicationMathematics Education Research: Impacting Practice
    Subtitle of host publicationProceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia
    EditorsGregory Hine, Susan Blackley, Audrey Cooke
    Place of PublicationAdelaide SA Australia
    PublisherMathematics Education Research Group of Australasia (MERGA)
    Number of pages8
    Publication statusPublished - 2019
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia
    Duration: 30 Jun 20194 Jul 2019
    Conference number: 42nd
    https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2019-MERGA-conference-proceedings.aspx (Proceedings)


    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2019
    Abbreviated titleMERGA 2019
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