Proof and argumentation in K-12 mathematics: a review of conceptions, content, and support

• Tye G. Campbell ^[1] ; Justin D. Boyle ^[1] ; Shande King ^[2]
  1. [1] University of Alabama
  2. [2] University of Tennessee
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 51, Nº. 5, 2020, págs. 754-774
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Current international curriculum frameworks and research advocate for K-12 mathematics to emphasize proof and argumentation. This review synthesizes literature related to conceptions, content, and supportive actions for proof and argumentation across four gradelevel bands: K-2, 3–5, 6–8, and 9–12. Our systematic search and subsequent screening process yielded 76 articles for coding and analysis. The findings suggest (a) a variety of conceptualizations that are imbalanced amongst the grade bands, (b) there is more research related to proof and argumentation in middle (6–8) and high school (9–12) compared to elementary school (K-5), (c) the type of content used to solicit argumentation is not well-balanced, and (d) supportive actions include aspects related to classroom culture, individual accountability, and conjecturing before justifying.