Teaching with Mathematical Argument: Strategies for Supporting Everyday Instruction

by Despina Stylianou, Maria Blanton

Overview

Argumentation leads to deeper understanding

Many students’ interest in mathematics fades as they are asked to solve seemingly endless disconnected problems. Despina Stylianou and Maria Blanton show how building daily instruction around mathematical argumentation can enliven your classroom and re-engage your students.

Teaching with Mathematical Argument explores how argumentation—discussing and debating a rich mathematical problem—provides all students a deeper understanding of mathematics. You’ll find guidance for:

• understanding what argumentation is and building a classroom culture that supports it
• engaging every student in argumentation, not just “strong” or “high performing” students
• assessing your students’ arguments and designing instruction responsive to their learning.

The potential to transform student engagement

At its core, argumentation helps students delve deeply into foundational mathematical concepts, enhancing their understanding and confidence along the way. Research shows that this type of instruction has the potential to transform student engagement and success in mathematics, and so Despina and Maria argue that mathematical arguments should have a far more central role in teaching and learning than most of us have ever considered.

With ideas for structuring discussions and suggested tasks to try, this book will show you how to elevate argumentation in your instruction and harness its power for enhancing student learning.

Product Details

ISBN-13:	9780325074528
Publisher:	Heinemann
Publication date:	04/11/2018
Pages:	144
Product dimensions:	7.20(w) x 9.10(h) x 0.40(d)
Age Range:	10 - 13 Years

About the Author

Maria Blanton is a Senior Scientist at TERC in Cambridge, Massachusetts. Prior to joining TERC, she was a Professor of Mathematics Education in the STEM Education Department at the University of Massachusetts, Dartmouth. Her work focuses on understanding issues of teacher and student learning associated with algebraic thinking in the elementary grades.

Despina A. Stylianou is a Professor of Mathematics Education at The City College of New York. She is also the Director of Mathematics in the City, a center for K–8 professional development focused on mathematics education. Her research interests lie in the area of mathematical cognition; her work explores the mathematical skills, sensibilities, and habits of mind, and actions that are critical to doing, learning, and using mathematics proficiently.

Table of Contents

Acknowledgments viii

Introduction ix

Why Argumentation Matters ix

About This Book x

1 What is Argumentation? 1

The Characteristics of Argumentation 4

Types and Uses of Argumentation 7

Summing It Up-Connecting to Practice 18

2 Building a Classroom Culture of Argumentation 21

The Importance of Challenging Tasks 22

Engaging Students in Argumentation 23

Summing It Up-Connecting to Practice 35

3 Structuring Classroom Discussions to Focus on Argumentation 36

Constructing Good Arguments 37

Critiquing Arguments 46

Summing It Up-Connecting to Practice 52

4 Infusing All Instruction with Argumentation 53

Argumentation in Computational Work 53

Building Argumentation in Homework 65

Summing It Up-Connecting to Practice 66

5 Argumentation for Ali Students 67

Making Argumentation Available to All 68

Building Argumentation for All and by All 73

Summing It Up-Connecting to Practice 77

6 Argumentation and the Mathematical Practices 78

The Interconnections Among the Mathematical Practices and Argumentation 79

Summing It Up-Connecting to Practice 86

7 Technology in Teaching and Learning Argumentation 88

The Role of Technology in Building Arguments 89

Broader Uses of Technology 99

Summing It Up-Connecting to Practice 99

8 Assessing Argumentation and Proof 101

What Do We Assess? 101

How Do We Assess? 102

Summative Assessment: Developing a Rubric 108

Summing It Up -Connecting to Practice 110

Conclusion 111

Appendix Applying to Practice: Building Professional Learning Communities Around Argumentation 113

Bibliography 120