Abstract
The ability to prepare and present a mathematical argument, or proof, is a key component of the mathematical competence students need to achieve in elementary school. A proof for elementary students is not the highly structured deductive mathematical argument seen in high school algebra classes. Elementary students can, however, create mathematical arguments about equivalence using vocabulary appropriate for their level of understanding. The goal of the Technology to Support Mathematical Argumentation project is to develop computational tools with which elementary students can construct and share mathematical arguments. This chapter reports on the development of array manipulation and animation creation tools that are extensions to our tablet-based Classroom Learning Partner (CLP) software. It also describes our experience in a Boston third grade classroom in which students were able to successfully create animations to demonstrate mathematical arguments about equivalence.
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References
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Acknowledgments
The authors are listed in alphabetical order. This research is funded by NSF Cyberlearning collaborative awards IIS-1250362 (Rubin), IIS-1250802 (Koile). Many thanks to program officer Janet Kolodner for her support. The PIs gratefully acknowledge the contributions from Tim Mwangi and Steve Diles, members of the MIT CLP research group; and Lily Ko and Judy Storeygard at TERC.
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Koile, K., Rubin, A. (2015). Animated Mathematical Proofs in Elementary Education. In: Hammond, T., Valentine, S., Adler, A., Payton, M. (eds) The Impact of Pen and Touch Technology on Education. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-319-15594-4_7
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DOI: https://doi.org/10.1007/978-3-319-15594-4_7
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