Collective argumentation and modelling mathematics practices outside the classroom.

Abstract

An important aspect of bringing about change in the mathematics classroom is gauging the efficacy of the change in bringing about learning that has application outside the school classroom. The research reported in this paper is situated within an on-going study where over 20 teachers of mathematics in the middle years of schooling are using the practices of Collective Argumentation to bring about change in their classrooms. This paper reports on one aspect of the study that sought to explore whether students who use Collective Argumentation on a regular basis in their classrooms view mathematics as providing a forum where personal understandings can be expressed, re-considered, shared and coauthored when they go about knowing and doing mathematics in a novel context – an interschool mathematics modelling challenge. The results of the exploration are discussed and situated within the context of the findings of the on-going study.