Titlebook: Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof; Kristen N. Bieda,AnnaMarie Conner,Megan Staples Book

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On the Meanings of Argumentation, Justification, and Proof: General Insights from Analyses of Elemenecting on the implications of using alternative terms and definitions to analyze the same classroom episodes can help deepen understanding about and sensitivity to issues of terminology and meaning in mathematics education research.

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Reasoning Is in the Eye of the Lens-Holder: Observations Made Through the Lenses of Justification, A and argumentation researchers being most similar. Regardless of the lens applied, the researchers all concluded that the teacher heavily controlled the lesson and that a key idea was never justified. Understanding the classroom events is enriched by considering these multiple lenses.

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Book 2022 in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.      .

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Justification in the Context of Elementary Grades: Justification to Develop and Provide Access to Mas sense. Through social interaction in the classroom, students develop their understanding of the process of mathematical justification as well as their content knowledge. Justification can also be used as a tool to open access to various forms of mathematical reasoning. In this chapter, we explore

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Proof in the Context of Elementary Grades: A Multimodal Approach to Generalization and Proof in Elemts interacted with mathematical tasks, we identified the different multimodal resources accessed during teaching and learning, as well as moments of generalization during proof activities. We also examine modal-specific epistemological commitments displayed by the teacher and the students, where one

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On the Meanings of Argumentation, Justification, and Proof: General Insights from Analyses of Elemenlicit definition. In this chapter we reflect on issues of terminology with regard to these terms, and we explore implications of using alternative definitions thereof when analyzing the same classroom episodes. Our discussion highlights the importance of researchers making their definitions of argum