From visualization to logical necessity, through argumentative design

Naomi Prusak; Rina Hershkowitz; Baruch B. Schwarz

From visualization to logical necessity, through argumentative design

Naomi Prusak
, Rina Hershkowitz
, Baruch B. Schwarz

The Seymour Fox School of Education

Research output: Contribution to conference › Paper › peer-review

Abstract

We show that a meticulous design can encourage students in dyads to shift from informal reasoning (visual, inquiry-based) to reasoning moved by logical necessity (abductive and deductive). We describe a case study in which one dyad solves a series activities purposely designed. We show that argumentation first relies on intuition, and then intertwines the activities of conjecturing and checking the conjectures though the use of different gestures.

Original language	English
Pages	415-416
Number of pages	2
State	Published - 2010
Event	9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States Duration: 29 Jun 2010 → 2 Jul 2010

Conference

Conference	9th International Conference of the Learning Sciences, ICLS 2010
Country/Territory	United States
City	Chicago, IL
Period	29/06/10 → 2/07/10

Cite this

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AU - Hershkowitz, Rina

AU - Schwarz, Baruch B.

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AB - We show that a meticulous design can encourage students in dyads to shift from informal reasoning (visual, inquiry-based) to reasoning moved by logical necessity (abductive and deductive). We describe a case study in which one dyad solves a series activities purposely designed. We show that argumentation first relies on intuition, and then intertwines the activities of conjecturing and checking the conjectures though the use of different gestures.

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T2 - 9th International Conference of the Learning Sciences, ICLS 2010

Y2 - 29 June 2010 through 2 July 2010

ER -

From visualization to logical necessity, through argumentative design

Abstract

Conference

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