Report: Developing mathematical inquiry and argumentation

Hunter, R., & Anthony, G. (2010). Developing mathematical inquiry and argumentation. (pp. 197-206)

Pg 198

Motivational and cognitive discourse

• Motivational discourse is encouraged through creating a space where students feel safe to share their response, secure that risks and mistakes are opportunities for learning not ridicule. Their contributions are valued.
• Cognitive discourse encourages students to think outside the rote learning, to explore and create connections with concepts.

By using the right questions teachers encourage students to expand the understanding of how they use mathematical concept and to explore mathematical ideas.

Working in small groups allows akonga to practice developing mathematical ideas, using the terminology, and building confidence.

“Following small-group work with large-group sharing maintains the focus on developing key connections between mathematical explanations.”

Pg 200

The teacher plays an active role in encouraging larger mathematical discussions, using cognitive and motivational discourses that guide and support students to develop their understanding and ability to explain.

“When the focus in classrooms is placed on building collaborative behaviour, students often interpret this as always needing to agree. It is important, therefore, that teachers carefully scaffold how their students view and engage in justification and argumentation.”

Pg 203

Motivational discourse that supports mathematical argumentation