Argumentation M4
On entend souvent dire que le monde est devenu aujourd'hui un village planétaire grâce aux nouvelles technologies de communication.
The role of mode of representation in students argument constructions
1 mars 2016 relation between students' argument constructions or their evaluations of given arguments ... Code M4 was used for arguments that verified.
Abstract argumentation and (optimal) stable marriage problems
Keywords: Abstract Argumentation Stable Marriage
L. Royakkers and F. Dignum. Defeasible reasoning with legal rules
Note that M4 is a defensible argument since neither of the two chains in Ch(M4) satisfies the conditions for an overruled argument M4. Corollary 3.12.
Exploiting the m4 Macro Language
This will cause macros to be expanded in the wrong order cause parameters to be used before they have been defined properly
GNU M4 version 1.4.19
28 mai 2021 GNU M4 1.4.19 macro processor how the parameters are interpreted and what happens if the argument cannot be parsed.
LES LEUCEMIES AIGUËS DIAGNOSTIC ET EVOLUTION
Elle n'est pas utile au diagnostic mais elle apporte des arguments M4
Verifiable Protocol Design for Agent Argumentation Dialogues
representation of argumentation protocols which captures the not define here the grammar for the content of a move (m4–.
Limits and Possibilities of Forgetting in Abstract Argumentation
m4) require new arguments to be irrelevant even under the addition of new information. The following three conditions are purely syntactical ones. Desideratum
Acquiring knowledge from expert agents in a structured
in which agents use a structured argumentation formalism for knowledge representation arguments M1 M2
213CERME9 (2015) - TWG01
The role of mode of representation in
Andreas J. Stylianides
University of Cambridge, Faculty of Education, Cambridge, UK, Research into students' understanding of proof has gen : Proof, argument construction, oralINTRODUCTION
An mode of representation (Stylianides, 2007) The role of mode of representation in students" argument constructions (Andreas J. Stylianides) 214with a different mode of representation - written
RESEARCH CONTEXT
The data for the paper are derived from a design ex proof [in our class] sceptic. understand why a state ideas that our class knows already (e.g., equations, pictures, no errors (e.g., in calculations). clearly presented. (PowerPoint slide The role of mode of representation in students" argument constructions (Andreas J. Stylianides) 215The criteria were consistent with the
Proof is a mathematical argument, a
set of accept ) that are true and avail modes of argumentation) that are modes of argument representation) that are apMETHOD
The data for the paper are the written arguments of,Analysis
A research assistant and myself coded independentlyFigure 1:nj
The role of mode of representation in students" argument constructions (Andreas J. Stylianides) 216level of mathematical sophistication. We compared general (i.e., it referred to all cases valid modes invalid individual student or a pair of students; no input, some but not substantial input (i.e., substantial (i.e., input that influenced the presented compari between the levels of mathematical sophistication
RESULTS
The results are summarized in Figures 2-4, which
The role of mode of representation in students" argument constructions (Andreas J. Stylianides) 217by certain groups of students and the correspond Figure 2: Students who wrote and presented their arguments individually, with no input (N=9) Figure 3: Students who presented their arguments in pairs, with no input (N=4) The role of mode of representation in students" argument constructions (Andreas J. Stylianides) 218
Yet, in two of the cases the input was not substantial:
DISCUSSION
The findings offer support to the hypothesis that the Figure 4: Students who wrote and presented their arguments individually, with input (N=4) The role of mode of representation in students" argument constructions (Andreas J. Stylianides) 219arguments tended to rank higher than their written 1.
Writing mathematical arguments may
2.Students may tend to prefer oral
3.The three proving tasks all belonged to
4.Even though
ACKNOWLEDGEMENT
The research reported in this paper was supported
REFERENCES
Healy, L., & Hoyles, C. (2000). A study of proof conceptions inJournal for Research in Mathematics Education,
, 396-428.For the
(3), 42-49.Longitudinal Proof
10 surveys). London:
Thinking mathe
London: Addison-Wesley.
Proceedings of the 26
, Vol. 4 (pp. 113-120). Norwich, England: University of East Anglia.Review of Educational Research, 71, 365-392.
Mathematical problem solving.
Orlando: Academic Press.
Journal for Research in Mathematics Education, 38,289-321.
Educational Studies in Mathematics, 72,
237-253.
ENDNOTES
1. While a written or an oral mode of representation
The role of mode of representation in students" argument constructions (Andreas J. Stylianides) 220argument, other modes of representation can alsoquotesdbs_dbs29.pdfusesText_35
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