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|Title:||Multiple Solutions and Their Diverse Justifications to the Service of Learning in Early Geometrical Problem Solving|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Prusak, N., Hershkowitz, R., & Schwarz, B. (2012). Multiple Solutions and Their Diverse Justifications to the Service of Learning in Early Geometrical Problem Solving. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, Short Papers, Symposia, and Abstracts (pp. 376-380). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||The goal of this paper is to show that argumentation gains from being multimodal in learning geometry, especially at elementary levels. Grade 3 students participated in a year long course designed to foster mathematical reasoning. The course combined problem solving in dyads, peer argumentation and teacher-led discussions. We focus on one activity: identifying the types of solutions, the kinds of reasoning and the kinds of non-verbal actions (gestures, drawings, folding etc) used. We show how gestures and other non-verbal actions were interwoven with children's verbal peer argumentation and led them to new insights on the concept of area.|
|Appears in Collections:||ICLS 2012|
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