Argumentation in undergraduate math courses: A study on problem solving

Date

2014-07-01

Author

Ubuz, Behiye
Bülbül, Ali

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The purpose of this study is to analyze the complex argumentative structure in undergraduate mathematics classroom conversations during problem solving by taking into consideration students’ and teacher’ utterances in the classroom using field-independent Toulmin’s theory of argumentation. Analyzing students’ and teacher’ utterances in the class allowed us to reconstruct argumentations evolving in the classroom talk as argumentations in classrooms are generally teacher guided. The analyses contributed to an emerging body of research on classroom conversations.

URI

https://hdl.handle.net/11511/78444

Conference Name

PME38/PME-NA36, (15 - 20 Temmuz 2014)

Collections

Department of Secondary Science and Mathematics Education, Conference / Seminar

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Citation Formats

B. Ubuz and A. Bülbül, “Argumentation in undergraduate math courses: A study on problem solving,” Vancouver, Canada, 2014, vol. 5, p. 305, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/78444.