{"pk":33155,"title":"Arguing and Reasoning in a Technology-Based Class","subtitle":null,"abstract":"This study has the descriptive aim of showing if and how epistemic procedures typical to mathematical reasoning can be practiced by children when they are in a social situation that supports their individual linguistic and cognitive activity. The present paper consists of a fine-grained analysis confronting argumentative skills and epistemic actions of a group of four students functioning in a Grade 9 mathematics class. The four students were presented with a mathematical problem-situation typical of a one year long experiment whose domain was an introductory course about functions. This activity was typical in the sense that: (i) it demanded inquiry; (ii) students worked in groups; (iii) they had computerized tools at their disposition; (iv) they were invited to discuss their work in a whole class forum. The role of the technological tools as a trigger for the application of argumentative skills is investigated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8mz619vd","frozenauthors":[{"first_name":"Banich","middle_name":"","last_name":"Schwarz","name_suffix":"","institution":"The Hebrew University","department":""},{"first_name":"Rina","middle_name":"","last_name":"Hershkowitz","name_suffix":"","institution":"The Weizmann Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33155/galley/24216/download/"}]}