The Study of the Fourth Graders’ Mathematical Argumentation in the Context of Conjecturing Instruction

• Main Author: 呂沅潤
• Other Authors: Lin,Pi-Jen
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/86854801570925545333

碩士 === 國立新竹教育大學 === 數理教育研究所 === 103 === The trend of mathematical argumentation is rising internationally.Based on mathematical conjecturing teaching, this research used case study method to observe a fourth grade classroom, led by a teacher who joined the Ministry of Science and Technology's project, which has involved conjecturing teaching model in previous year. This research aims to find development of students' argumentation features and qualities through drawing argumentation structure. The results suggested great improvement in students' argumentation features and qualities. In the aspect of warrant element, the frequancies of given warrants by student has obviously increased. The main warrant is pseudoevidence and genuine evidence, able to explain the relation of conjecture and warrant. In the process of argumentation, parts of conjectures were refuted actively by students. These refutations often contained warrants, which showed that students had the ability to refute effectively so as to reject or revise the conjectures. When students found warrants not enough to support conjectures, they proposed backing theory to support convincingly, and led conjectures forward to the stages of generalizing and justifying the generalization.The purpose of the interventions from teacher was to help revising and completing conjectures. When teacher tended not to intervene, students could be able to propose mathematical languagea actively. As the length of mathematical conjecturing teaching process extended, the argumentation elements were complete. Conjectures, warrants, backing theories , refutations and conclusions were found in nearly every argumentation structure, even the refutaion of a refutation eas found in triangle chapter. This research suggested that the develoent of fourth graders' argumentation have obvious difference through long-term mathematical conjecturing teaching. Students showed various elements in argumentation features, which completed the argumentation structure. And the increasement of scores in argumentation qualities represented the development of students' argumentation ability.