Investigating the relationship between argumentative reasoning and generalization in fourth-grade mathematical writing.
This study explores the relationship between argumentative reasoning and generalization in mathematical writing among fourth-grade students. Conducted with 289 participants, the research involved a writing task where students were required to understand and articulate the validity of a given solutio...
| Published in: | Mehmet Akif Ersoy University Journal of Education Faculty no. 76; pp. 16 - 29 |
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| Format: | Article |
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Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi
2025
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=190562336&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 190562336 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13028944 K25A jtl: Mehmet Akif Ersoy University Journal of Education Faculty issn: 13028944 maglogo: N pubinfo: dt: 2025 iid: 76 pid: 25407 pub: Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi artinfo: ui: 190562336 10.21764/maeuefd.1534068 ppf: 16 ppct: 13 formats: fmt: @attributes: type: P size: 2.4MB tig: atl: Investigating the relationship between argumentative reasoning and generalization in fourth-grade mathematical writing. aug: au: ERGAN, Saniye Nur affil: Ordu University, Ordu, Türkiye. su: Generalization Fourth grade (Education) Problem solving Teaching methods Mathematics education School children Cognitive ability Rhetorical theory sug: subj: Generalization Fourth grade (Education) Problem solving Teaching methods Mathematics education School children Cognitive ability Rhetorical theory keyword: argumentative reasoning generalization mathematical writing argümantatif akıl yürütme genelleme matematiksel yazma ab: This study explores the relationship between argumentative reasoning and generalization in mathematical writing among fourth-grade students. Conducted with 289 participants, the research involved a writing task where students were required to understand and articulate the validity of a given solution strategy. Additionally, they needed to determine whether the methods or strategies used in the provided examples could be applied to other problems. Analysis of the students’ work revealed that 37.7% demonstrated argumentative reasoning, while 56% successfully generalized strategies to different contexts. Statistical analysis indicated a moderately positive and significant correlation between argumentative reasoning and generalization. These findings suggest that students who are able to reason argumentatively are more likely to generalize problem-solving strategies, highlighting the interconnection between these cognitive skills. The study underscores the importance of instructional approaches that simultaneously foster reasoning and generalization abilities, as enhancing one skill may positively influence the other, thereby supporting the development of effective mathematical writing. These results contribute to the literature by providing evidence of these processes in young learners. Bu çalışma, dördüncü sınıf öğrencilerinin matematiksel yazılarında argümantatif akıl yürütme ile genelleme arasındaki ilişkiyi incelemektedir. Araştırma, 289 katılımcı ile yürütülmüş olup, öğrencilere bir çözüm stratejisinin geçerliliğini değerlendirmeleri ve fikirlerini ifade etmeleri gereken bir yazma görevi verilmiştir. Bu görevde ayrıca, sunulan örneklerde kullanılan yöntem veya stratejilerin diğer problemlere uygulanabilirliğinin de belirlenmesi istenmiştir. Öğrencilerin %37,7'si matematik yazılarında argümantatif akıl yürütme becerisi sergilerken, %56'sı stratejileri farklı bağlamlara genelleyebilmiştir. Bulgular, argümantatif akıl yürütme ile genelleme arasında orta düzeyde pozitif ve istatistiksel olarak anlamlı bir korelasyon olduğunu ortaya koymuştur. Bu da bir bilişsel becerideki gelişmenin diğerini olumlu yönde etkileyebileceğini ve genel matematik yazma yeteneğini destekleyebileceğini düşündürmektedir. Çalışma, hem akıl yürütme hem de genelleme becerilerini aynı anda ele alan öğretim stratejilerinin önemini vurgulamaktadır. Bu bilişsel süreçleri gözlemlemek ve incelemek zor olsa da, araştırma, öğrenci yazıları temelinde bu iki süreçlerin birbirleriyle bağlantılı olduğunu ortaya koyarak literatüre katkıda bulunmaktadır. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Mehmet Akif Ersoy University Journal of Education Faculty holder: Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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