Explanation, Justification and Argumentation in Mathematics Classrooms.

By Erna Yackel. 2001

148 citations recorded by the source corpus.

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Citations in the corpus

Students' Conceptions of a Mathematical Definition (2005, background): “This environment elicited a genuine need to convince one’s self and each other, and consequently, to articulate well supported explanations and arguments (in the spirit of Yackel, 2000; Yackel & Cobb, 1996).”
How can the relationship between argumentation and proof be analysed? (2007, methodology): “In the educational literature Toulmin’s model (1993) has been used both for analysing and documenting how learning progresses in a classroom (Krummheuer 1995; Yackel 2001; Yackel and Rasmussen 2002) and how to create a context for arguing in the class (Wood 1999).”
‘Warrant’ revisited: Integrating mathematics teachers’ pedagogical and epistemological considerations into Toulmin’s model for argumentation (2012, unknown): “These studies (e.g.: Krummheuer, 1995, 2007; Yackel, 2001, 2002; Whitenack & Knipping, 2002; Stephan & Rasmussen, 2002; Evens & Houssart, 2004; Hoyles & Küchemann, 2002; Weber & Alcock, 2005; Pedemonte, 2005, 2007) span across educational levels, focus largely on arguments produced collectively and…”
ADAPTING A METHODOLOGY FROM MATHEMATICS EDUCATION RESEARCH TO CHEMISTRY EDUCATION RESEARCH: DOCUMENTING COLLECTIVE ACTIVITY (2012, background): “…quality or structure of a specific mathematical or scientific argument and to analyze students’ evolving conceptions by documenting their collective argumentation (Erduran, Simon & Osborne, 2004; Inglis, Mejia-Ramos & Simpson, 2007; Krummheuer, 1995; Weber, Maher, Powell & Lee, 2008; Yackel, 2001).”
Learning opportunities from group discussions: warrants become the objects of debate (2008, methodology): “First, some researchers use Toulmin’s model as a tool to analyze students’ evolving conceptions by documenting their collective argumentation (Krummheuer 1995; Yackel 2001; Stephan and Rasmussen 2002).”
Students' understandings of logical implication (2002, methodology): “Yackel (2001) in particular took Toulmin‟s scheme (Toulmin, 1958) comprising conclusion, data, warrant and backing, as elaborated for mathematics education by Krummheuer (1995), to analyse interactive argumentation.”