Abstract
The present study examines the structure and mathematical content of children’s mathematical arguments as part of communication in play-based activities. It shows how Nordin and Boistrup’s (The Journal of Mathematical Behavior 51:15–27, 2018) framework for identifying and reconstructing mathematical arguments, which includes Toulmin’s model of argumentation, the notion of anchoring (Lithner, Educational Studies in Mathematics 67:255–276, 2008) and a multimodal approach, can be used to identify and explore preschool children’s mathematical arguments. Two different types of argument that occurred during play-based activities were identified: partial arguments and full arguments. The findings reveal the extensive use of multimodal interactions in all parts of the children’s mathematical arguments. Moreover, the findings point to the crucial role of adults as dialogue collaborators in the argumentation that emerges in the play-based activities.
Highlights
Many recent studies display an interest in mathematical argumentation (Krummheuer, 2007; Mueller, 2009; Nordin & Boistrup, 2018)
According to Sumpter (2016), few studies on preschool children’s mathematical argumentation and reasoning have used or anchored their analysis on theories and frameworks relating to mathematical reasoning
The current study draws on a framework for identifying and reconstructing mathematical arguments developed by Nordin and Boistrup (2018) and points out how this framework can be used to identify and explore the preschool children’s mathematical arguments
Summary
Many recent studies display an interest in mathematical argumentation (Krummheuer, 2007; Mueller, 2009; Nordin & Boistrup, 2018). Sumpter (2016) finds that more research is needed to explore how the teacher might promote the justifications, clarifications and evaluations of childrens’ arguments. She claims that even though the body of research on preschool children’s mathematical reasoning is growing, few studies have used or anchored their analysis on theories and frameworks about mathematical reasoning. In this article I illustrate how Nordin and Boistrup’s (2018) framework for identifying and reconstructing mathematical arguments can be used to identify and explore the structure and content of preschool children’s mathematical arguments as part of communication in play-based activities. Nordin and Boistrup’s (2018) framework for identifying and reconstructing mathematical arguments is used, including Toulmin’s model of argumentation, the notion of anchoring (Lithner, 2008) and a multimodal approach
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