Students' recollections of participating in collective argumentation when doing mathematics
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Student participation in Collective Argumentation (CA) has been shown to have beneficial effects in promoting student participation in the mathematics of the classroom. However, little is known about the effects of students' participation in CA on their learning of mathematics beyond that classroom. To provide insights into this issue, students, who had participated in CA classrooms in the past, were asked to respond to a questionnaire designed to elicit their perceptions of the worth of participating in CA. This paper analyses a sample of those responses in terms of the goals of schooling for young Australians.
Crossing divides: Proceedings of the 32nd Annual Conference of the Mathematics Education Research Group of Australasia
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Education not elsewhere classified