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.
|Title of host publication||Mathematics Education Research: Impacting Practice|
|Subtitle of host publication||Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia|
|Editors||Gregory Hine, Susan Blackley, Audrey Cooke|
|Place of Publication||Adelaide SA Australia|
|Publisher||Mathematics Education Research Group of Australasia|
|Number of pages||8|
|Publication status||Published - 2019|
|Event||Annual conference of the Mathematics Education Research Group of Australasia 2019 - Curtin University, Perth, Australia|
Duration: 30 Jun 2019 → 4 Jul 2019
Conference number: 42nd
|Conference||Annual conference of the Mathematics Education Research Group of Australasia 2019|
|Abbreviated title||MERGA 2019|
|Period||30/06/19 → 4/07/19|
Wilkie, K. J., & Ayalon, M. (2019). Learning through critiquing: investigating students’ responses to others’ graphs of a real-life functional situation. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics Education Research: Impacting Practice: Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia (1st ed., pp. 763-770). Adelaide SA Australia: Mathematics Education Research Group of Australasia.