Fallacious argumentation in student reasoning: Are there benefits?

Journal Title: European Journal of Science and Mathematics Education - Year 2014, Vol 2, Issue 1

Abstract

This article reports on an analysis of episodes of invalid or controversial arguments that occurred while two different groups of students worked on similar fraction tasks and examine the role that these types of arguments played in the development of students' reasoning. One group consisted of suburban, middle-class, fourth graders who worked on these tasks during the regular school day. The other group was comprised of sixth-graders from an urban community working on similar tasks as part of an informal learning after-school project. The findings of this study indicate that allowing students to share and discuss incorrect arguments promoted rich mathematical discourse and argumentation. The invalid arguments triggered the use of varied reasoning by other students and cleared up previous [mis]understandings.

Authors and Affiliations

Mary Mueller| Educational Studies, Seton Hall University, South Orange , USA, For correspondence: muellermf@shu.edu, Dina Yankelewitz *| Childhood Education, Mercy College, Dobbs Ferry, USA

Keywords

Related Articles

Physics for primary school teachers – some practical experiences

Physics as a teaching subject starts usually in the sixth year of the school attendance in the Czech Republic. It means that pupils meet physics in the age of eleven or twelve. On the other hand, some basic physics pheno...

Why do chemistry students need to take mathematics courses?

Students tend to ask why they should learn mathematics lessons or courses. This study investigates the perceptions of chemistry students and their instructors about the relevance of mathematics courses to their field of...

Minimal interventions in the teaching of mathematics

This paper addresses ways in which mathematics pedagogy can benefit from insights gleaned from counselling. Person-centred counselling stresses the value of genuineness, warm empathetic listening and minimal intervention...

Question classification taxonomies as guides to formulating questions for use in chemistry classrooms

Teacher questions play an important role in facilitating classroom discourse. Using appropriate question types and proper questioning techniques help to create reflective- active learners. Teacher questions can elicit st...

In-service training argumentation application for elementary school teachers: Pilot study

Science Course Curriculum was revised in Turkey in 2013 and some methods and strategies were suggested to be included such as argumentation. This study includes the evaluation of in-service training applied as pilot stud...

Download PDF file
  • EP ID EP8031
  • DOI -
  • Views 465
  • Downloads 27

How To Cite

Mary Mueller, Dina Yankelewitz * (2014). Fallacious argumentation in student reasoning: Are there benefits?. European Journal of Science and Mathematics Education, 2(1), 27-38. https://europub.co.uk/articles/-A-8031