Multiple Solutions and Their Diverse Justifications to the Service of Learning in Early Geometrical Problem Solving

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.