Argumentation and Participation in the Primary Mathematics Classroom: Two Episodes and Related Theoretical Abductions.

By Götz Krummheuer. 2007

172 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/b5a522cceb858eba69f9c42f1f4900ed08d18c2c

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In Experimental and Cognitive Psychology

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Citations in the corpus

Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities (2014, background): “…in the mathematics education research literature (in particular, we examined arguments reported in Forman et.al, 1998; Knipping, 2003, 2008; Krummheuer, 2007; McClain, 2002; McCrone, 2005; Weber, Maher, Powell, & Lee, 2008; Wood, 1999; Yackel, 2002), and we found that the teachers’ actions…”
‘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…”
Can slope be negative in 3-space? Studying concept image of slope through collective definition construction (2011, background): “Abstract Developing deep conceptual understanding of what Ma (1999) calls fundamental mathematics is a well-accepted goal of teacher education.”
Examining individual and collective level mathematical progress (2014, methodology): “To address this question, our approach draws on recent work by Krummheuer (2007, 2011).”
Identifying Kinds of Reasoning in Collective Argumentation (2014, methodology): “Reid (2010) called for increased attention to kinds of reasoning and to the relationship between them and what happens in mathematics classrooms. In particular, he called for attention to how students learn to prove and how that is related to the kinds of reasoning expressed in a classroom. Peirce (”
The role of abduction in proving processes (2011, background): “Abduction has been considered in relation to mathematical activity in general (see, e.g. Cifarelli & Sáenz-Ludlow, 1996; Krummheuer, 2007; Mason, 1996) and more specifically in relation to mathematical proof (see, e.”