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ERIC Number: ED489588
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 8
Abstractor: Author
Helping Children to Model Proportionally in Group Argumentation: Overcoming the "Constant Sum" Error
Misailidou, Christina; Williams, Jullian
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
We examine eight cases of argumentation in relation to a proportional reasoning task--the "Paint" task--in which the "constant sum" strategy was a significant factor. Our analysis of argument follows Toulmin's (1958) approach and in the discourse we trace factors which seem to facilitate changes in argument. We find that the arguments of "constant sum strategists" develop in the presence of (i) a small group of children with conflicting strategies, (ii) a teacher-researcher who draws attention to the context of the problem as a resource for backing warrants, and (iii) a pictorial tool which can facilitate informal communication. (Contains 1 table and 3 figures.) [For complete proceedings, see ED489538.]
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site:
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A