Investigating the relationship between argumentative reasoning and generalization in fourth-grade mathematical writing

Authors : Saniye Nur Ergan

Pages : 16-28

Doi:10.21764/maeuefd.1534068

View : 224 | Download : 320

Publication Date : 2025-10-31

Article Type : Research Paper

Abstract :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.
Keywords : argümantatif akıl yürütme, genelleme, matematiksel yazma

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