Supporting mathematical argumentation of pre-school children

Abstract

In this theoretical paper, we focus on the mathematical argumentation of pre-school children about simple mathematics problems, considering the types of arguments employed and the role of the teacher in promoting or demoting certain argumentation characteristics, thus effectively establishing the mathematical argumentation norm. We propose a model synthesising the full version of Toulmin’s argumentation scheme and a classification of the source of authority upon which the argumentation draws to identify the diverse ways that the teacher communicates the acceptable aspects of a mathematical argument. An exemplar application of the model to the collective argumentation of a class of four-year old children is presented.