RECOGNISING STUDENTS’ REASONING IN ARGUMENTATIVE TALK IN MATHEMATICS CLASS
Abstract
Previous studies have reported difficulties in analysing students’ argumentation. Especially the warrant which connects data with claims is found to be problematic to recognise. In this paper, we present a solution to this problem. Instead of warrants, our aim is to recognise whether students’ argumentation contains explicitly stated reasoning. We have developed an analysis method for recognising reasoning in argumentative talk. We have analysed two mathematics lessons in which students have to state their opinion about a mathematical problem and build convincing justification for their statements. The focus of analysis is in students’ statements which are voiced to explain why the posed claim is true. We have defined different forms of reasoning and argue that having specific criteria for each form of reasoning help in recognising reasoning.
