Argumentation: Building Students’ Capacity for Reasoning Essential to Learning Mathematics and Sciences

Abstract

In this article we present the results of a study focused on engaging students in argumentation to support their growth as mathematical learners, which in turn strengthens their science learning experiences. We identify five argumentation categories that promote the learning of argumentation skills and enrich mathematical reasoning at the undergraduate level. Using these categories, we present and discuss rich learning tasks that meaningfully engage students in mathematical argumentation. In addition, these argumentation tasks support the development of students’ communication and critical thinking skills - all essential to learning in partner disciplines. Finally, recognizing that collaboration with colleagues from other disciplines is crucial to understand and address learning objectives beyond mathematics, we also present lessons learned from our successful interdisciplinary collaborations.

Keywords:

• Mathematical reasoning
• argumentation
• mathematical tasks
• science learning
• interdisciplinary collaboration

Additional information

Notes on contributors

Fabiana Cardetti

Fabiana Cardetti is associate professor of mathematics and graduate director for instructional development at the University of Connecticut. She holds a Ph.D. in mathematics from Louisiana State University specializing in control theory on Lie groups. She has extensive experience in mathematics education research, with a recent focus in supporting the teaching and learning of argumentation and proof at the K-16 levels and examining these through the lens of intercultural communicative competence. Currently, she leads and co-leads several major interdisciplinary initiatives for professional development of teachers and the improvement of STEM teaching and learning across different educational levels.

Steven LeMay

Steven LeMay is a visiting assistant professor at Fairfield University. He received his Ph.D. from the University of Connecticut. His research interests focus primarily on mathematical argumentation, and specifically its intersection with representing mathematical concepts and ideas at the K-16 levels. He has been involved in the professional development of K-12 teachers as well as on the mathematics education of preservice teachers.