Engaging with online elaborated feedback as a mediation tool in the mathematical argumentation process
- Autores: Amal Kadan Tabaja, Michal Yerushalmy
- Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú
, Salvador Llinares Ciscar , Ángel Gutiérrez Rodríguez , Núria Planas i Raig , Vol. 3, 2022 (Research Reports Ja – Se), ISBN 978-84-1302-177-5, págs. 11-18 - Idioma: inglés
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Resumen
Feedback may be more effective if students engage with its content. Almost no studies have examined the potential of online elaborated feedback to enhance students’ mathematical argumentation. We designed a set of tasks requiring argumentation that must be supported by constructing examples in an interactive diagram using automatic verbal characteristics suggested by the technological environment. We explored whether and how a 7th-grade student's engagement with the mediation tools supports her mathematical argumentation of claims on the topic of comparing fractions. Our data were derived from a task-based interview and automatic analyses that the technological environment provides. The results show that there was an improvement in the student's argumentation in response to the feedback process.
