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Representation of Algebraic Reasoning in Sets through Argumentation

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Title: Representation of Algebraic Reasoning in Sets through Argumentation
Language: English
Authors: Uygun, Tugba, Guner, Pinar
Source: International Journal of Contemporary Educational Research. Dec 2019 6(2):215-229.
Availability: International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Peer Reviewed: Y
Page Count: 16
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Preservice Teachers, Middle School Teachers, Mathematics Teachers, Mathematics Skills, Mathematical Logic, Algebra, Persuasive Discourse, Thinking Skills, Problem Solving, Problem Sets, Generalization, Mathematical Concepts
ISSN: 2148-3868
Abstract: The purpose of the current study is to examine the ways in which preservice middle school mathematics teachers (PMSMT) apply and represent algebraic reasoning in their solution processes for the problems in the concept of sets. This model provides detailed information about the reasoning made through the process of the solution of set problems. The study group of this case study was composed of 20 preservice mathematics teachers. The data were collected through written documents and whole class discussions. Based on the findings of the study, three ways to represent algebraic reasoning in sets emerged; context-based representation of algebraic reasoning, generalization-based representation of algebraic reasoning and formulization-based representation of algebraic reasoning. These ways determined based on the argumentations that they formed. They produced different warrants since they reasoned differently.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1239370
Database: ERIC
FullText Text:
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  Data: Representation of Algebraic Reasoning in Sets through Argumentation
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Contemporary+Educational+Research%22"><i>International Journal of Contemporary Educational Research</i></searchLink>. Dec 2019 6(2):215-229.
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  Data: The purpose of the current study is to examine the ways in which preservice middle school mathematics teachers (PMSMT) apply and represent algebraic reasoning in their solution processes for the problems in the concept of sets. This model provides detailed information about the reasoning made through the process of the solution of set problems. The study group of this case study was composed of 20 preservice mathematics teachers. The data were collected through written documents and whole class discussions. Based on the findings of the study, three ways to represent algebraic reasoning in sets emerged; context-based representation of algebraic reasoning, generalization-based representation of algebraic reasoning and formulization-based representation of algebraic reasoning. These ways determined based on the argumentations that they formed. They produced different warrants since they reasoned differently.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 215
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Mathematical Logic
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Problem Solving
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      – SubjectFull: Problem Sets
        Type: general
      – SubjectFull: Generalization
        Type: general
      – SubjectFull: Mathematical Concepts
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      – TitleFull: Representation of Algebraic Reasoning in Sets through Argumentation
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              Y: 2019
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