Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/2304
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dc.contributor.authorPrusak, Naomi
dc.contributor.authorHershkowitz, Rina
dc.contributor.authorSchwarz, Baruch
dc.date.accessioned2020-01-08T16:51:08Z
dc.date.accessioned2020-01-08T22:03:58Z-
dc.date.available2020-01-08T16:51:08Z
dc.date.available2020-01-08T22:03:58Z-
dc.date.issued2012-07
dc.identifier.citationPrusak, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2012.2.376
dc.identifier.urihttps://repository.isls.org//handle/1/2304-
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleMultiple Solutions and Their Diverse Justifications to the Service of Learning in Early Geometrical Problem Solvingen_US
dc.typeShort Papersen_US
Appears in Collections:ICLS 2012

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