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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8551

Title: Modelling mathematical argumentation: the importance of qualification
Authors: Inglis, Matthew
Mejia-Ramos, Juan P.
Simpson, Adrian
Keywords: Argumentation
Informal logic
Number theory
Issue Date: 2007
Publisher: INGLIS, M., MEIJA-RAMOS, J.P. and SIMPSON, A., 2007. Modelling mathematical argumentation: the importance of qualification. Educational Studies in Mathematics, 66 (1), pp. 3-21.
Citation: © Springer
Abstract: In recent years several mathematics education researchers have attempted to analyse students’ arguments using a restricted form of Toulmin’s (1958) argumentation scheme. In this paper we report data from task-based interviews conducted with highly talented postgraduate mathematics students, and argue that a superior categorisation of genuine mathematical argumentation is provided by the use of Toulmin’s full scheme. In particular, we suggest that modal qualifiers play an important and previously unrecognised role in mathematical argumentation, and that one of the goals of instruction should be to develop students’ abilities to appropriately match up warrant-types with modal qualifiers.
Description: The final publication is available at: http://dx.doi.org/10.1007/s10649-006-9059-8
Version: Accepted for publication
DOI: 10.1007/s10649-006-9059-8
URI: https://dspace.lboro.ac.uk/2134/8551
Publisher Link: http://dx.doi.org/10.1007/s10649-006-9059-8
ISSN: 0013-1954
Appears in Collections:Published Articles (Mathematics Education Centre)

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