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: [email protected], Dina Yankelewitz *| Childhood Education, Mercy College, Dobbs Ferry, USA

Keywords

Related Articles

Fostering scientific curiosity through strengthening teachers’ understanding of energy and inquiry

It has been recognized for many years that the topic of energy is an avenue that provides students with engaging opportunities to experience how science is actually done. As a topic, energy cuts across many disciplines a...

A time profile of mathematics in a ‘gap year’ in Irish secondary schools

The Irish education system is unique in an international context as it sets aside a full school year for a transition and youth development programme in the middle of secondary education. The Transition Year (TY) program...

The interrelationship of science experiences, beliefs, attitudes, and self-efficacy: A case study of a pre-service teacher with positive science attitude and high science teaching self-efficacy

This qualitative case study aimed to focus on the experiences and subsequent science and science teaching beliefs, attitudes, and self?efficacy of an elementary pre?service teacher, Heather, with extremely positive attit...

Middle school pre-service mathematics teachers' guidance for sixth grade students in problem solving process

The mathematics of the middle school has an important place in developing of algebraic thinking. Middle grades correspond to transition from arithmetic to algebra. According to Thompson and Smith (2007), quantitative rea...

Mentoring first year study groups - benefits from the mentors’ perspective

The ‘study group concept’ at the University of Southern Denmark (SDU) was implemented to aid first year students’ transitional challenges. A mentor (an older student) is affiliated each study group to facilitate producti...

Download PDF file
  • EP ID EP8031
  • DOI -
  • Views 280
  • 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