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Argumentation in Mathematics and Science University Textbooks: Similarities and Differences in Linguistic Structures

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Title: Argumentation in Mathematics and Science University Textbooks: Similarities and Differences in Linguistic Structures
Language: English
Authors: Jenny M. Hellgren (ORCID 0000-0001-9409-3559), Ewa Bergqvist (ORCID 0000-0002-4727-8064), Magnus Österholm (ORCID 0000-0002-4063-3385)
Source: European Journal of Science and Mathematics Education. 2025 13(1):1-15.
Availability: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Persuasive Discourse, Mathematics Instruction, Science Instruction, College Mathematics, College Science, Textbooks, Linguistics, Sentence Structure, Differences, College Freshmen, Chemistry, Biology, Language Usage, Foreign Countries
Geographic Terms: Sweden
ISSN: 2301-251X
Abstract: Argumentation is a key skill in most school subjects and academic disciplines, including mathematics and science. It is possible that similarities and differences between how argumentation is expressed in different subjects can contribute to, or disrupt, students' transferrable argumentation skills. The purpose of this study is therefore to increase the understanding of such similarities and differences concerning the use of argumentation in mathematics and science texts. To reach this goal, the study compares argumentation with a focus on argumentation markers and argumentative structures in first-semester university textbooks in mathematics, chemistry, and biology. Results show that common linguistic argumentation markers in mathematics and science textbooks include for example "because," "if," "thus," "so," and "therefore" and that there is significantly more argumentation in the mathematics textbook compared to the science textbooks. Further, the results indicate differences in patterns of how argumentation is used, including for example that the mathematics textbook contains more complex argumentation compared with the chemistry textbook. Thereby, the subjectspecific languages in the disciplines have the potential to offer students different examples of argumentation.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1462549
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Jenny+M%2E+Hellgren%22">Jenny M. Hellgren</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9409-3559">0000-0001-9409-3559</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ewa+Bergqvist%22">Ewa Bergqvist</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4727-8064">0000-0002-4727-8064</externalLink>)<br /><searchLink fieldCode="AR" term="%22Magnus+Österholm%22">Magnus Österholm</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4063-3385">0000-0002-4063-3385</externalLink>)
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  Data: European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
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  Data: Argumentation is a key skill in most school subjects and academic disciplines, including mathematics and science. It is possible that similarities and differences between how argumentation is expressed in different subjects can contribute to, or disrupt, students' transferrable argumentation skills. The purpose of this study is therefore to increase the understanding of such similarities and differences concerning the use of argumentation in mathematics and science texts. To reach this goal, the study compares argumentation with a focus on argumentation markers and argumentative structures in first-semester university textbooks in mathematics, chemistry, and biology. Results show that common linguistic argumentation markers in mathematics and science textbooks include for example "because," "if," "thus," "so," and "therefore" and that there is significantly more argumentation in the mathematics textbook compared to the science textbooks. Further, the results indicate differences in patterns of how argumentation is used, including for example that the mathematics textbook contains more complex argumentation compared with the chemistry textbook. Thereby, the subjectspecific languages in the disciplines have the potential to offer students different examples of argumentation.
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      – Text: English
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        PageCount: 15
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      – TitleFull: Argumentation in Mathematics and Science University Textbooks: Similarities and Differences in Linguistic Structures
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