Argumentative Discourse-centered Classroom to Hone Students’ Mathematical Comprehension and Confidence

Mae Antonette J. Ticar^1, , Charita A. Luna¹ and Rosie G. Tan¹

¹University of Science and Technology of Southern Philippines, Lapasan Highway, Cagayan de Oro City, Philippines

Cite this paper:
Mae Antonette J. Ticar, Charita A. Luna and Rosie G. Tan. Argumentative Discourse-centered Classroom to Hone Students’ Mathematical Comprehension and Confidence. American Journal of Educational Research. 2020; 8(5):304-308. doi: 10.12691/education-8-5-13

Abstract

The study determined the effect of argumentative discourse-centered classroom on the participants’ mathematical comprehension and self-confidence. It used a pretest-posttest quasi-experimental control group design. The experimental group was exposed to Argumentative Discourse-centered Classroom model while the control group was exposed to DepEd 4A’s model. Two research instruments were used: concept mapping to assess mathematics comprehension and confidence self-test. The data were analyzed using mean, standard deviation, and ANCOVA Equal n’s. The analysis revealed that the scores of those who were exposed to Argumentative Discourse-centered Classroom model are comparable to those exposed to DepEd 4A’s model in terms of mathematical comprehension and confidence. The researchers recommend that mathematics teachers may use Argumentative Discourse-centered Classroom model not only in Mathematics but also in other Mathematics related subjects to enable students experience how to express their own ideas with their classmates to exhibit their conceptual understanding and enhance oral communication skills.

Keywords:
argumentative discourse-centered classroom 4A’s mathematical comprehension confidence

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	National Council of Teachers of Mathematics. Are you ready to create positive change in high school math? Mathematics Teacher. Vol. 112, No, 7. (2019).
[2]	Felton, M., Garcia-Mila, M. and Villarroel, C. Arguing Collaboratively: Argumentative Discourse Types and Their Potential for Knowledge Building. British Journal of Educational Psychology, v85n3 p372-386. (2015).
[3]	Boaler, J. Prove It to Me. National Council of Teachers of Mathematics (NCTM). Mathematics Teaching in the Middle School. Vol.24, No.7. (2019).
[4]	Trends in International Mathematics and Science Study (TIMSS) (2017). National Achievement Test (NAT) Result (2017).
[5]	National Council of Teachers of Mathematics. Principles and standards for school. Reston, VA:National Council of Teachers of Mathematics. (2000).
[6]	Adams, R. Michel Foucault: Discourse. Critical Legal Thinking. (2017). Retrieved on July 29, 2019 from http://criticallegalthinking.com/2017/11/17/michel-foucault-discourse/.
[7]	Mcleod, S. Bandura - Social Learning Theory. (2016). Retrieved on July 29, 2019 from https://www.simplypsychology.org/bandura.html.
[8]	Becker, B. Informal Arguments. NCTM. Mathematics Teacher. Vol. 112, No. 6. (2019).
[9]	Di Martino, P. and Zan, R. Students’ Attitude in Mathematics Education. Urban Mathematics Education. pp.572-577.
[10]	Belin. Effect of Students Confidence Level toward Mathematics Performance among Southern Thailand Primary School Children. (2016).
[11]	McLeod, S. The Zone of Proximal Development and Scaffolding. Vygotsky’s Social Interaction Theory. (2019).
[12]	Todd, J. Standards of Mathematical Practice. (2012).
[13]	O’Connor, C. The Silent and the Vocal: Participation and Learning in Whole-class Discussion. (2016).
[14]	Das, G.C., Das, R. and Kashyap, M.P. An Investigation on the Relationship Between Performance in Mathematics and Students’ Attitude Towards the Subject in Secondary Schools of Guwahati. Indian Journal of Applied Research. (2016).
[15]	Shaikh, S.N. Mathematics Anxiety Factors and their Influence on Performance in Mathematics in Selected International Schools in Bangkok. Journal of Education and Vocational Research. (2013).