The goal of this paper is to start an investigation on how high school teachers evaluate students’ argumentative texts. In particular, as an argumentation requires dealing with some mathematical content, to produce a verbal text, possibly equipped with diagrams and formulas, and to make clear the links between premises and conclusion, we are interested in finding out whether teachers focus on all of the three aspects or on one or two of them only. We have gathered the comments of 12 high school teachers on five argumentations written by university science students in order to justify their answers to a problem involving formulas and graphs.
High school teachers’ evaluation of argumentative texts in mathematics
Cristina Coppola;Pier Luigi Ferrari
2019-01-01
Abstract
The goal of this paper is to start an investigation on how high school teachers evaluate students’ argumentative texts. In particular, as an argumentation requires dealing with some mathematical content, to produce a verbal text, possibly equipped with diagrams and formulas, and to make clear the links between premises and conclusion, we are interested in finding out whether teachers focus on all of the three aspects or on one or two of them only. We have gathered the comments of 12 high school teachers on five argumentations written by university science students in order to justify their answers to a problem involving formulas and graphs.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
