Cultivating reasoning: Developing socio-mathematical norms for argumentation in form one algebra lessons in Mzilikazi District, Zimbabwe

Abstract

The teaching of Form One Mathematics, particularly algebra, is largely rooted in algorithmic procedures. This formalic approach often hinders understanding and makes learning algebra difficult. Researchers note that The Heritage Based Curriculum, with its emphasis on the development of critical thinking and reasoning in Mathematics learning, does not explicitly recommend the adaptation of argumentation as a teaching approach. We addressed the research gap by implementing a pedagogical approach that sets out social norms for promoting argumentation in algebra lessons. The study adopted action research with six purposively selected teachers and used stratified sampling to select 180 learners according to their abilities. Data was gathered using audio recordings of 24 algebra lessons, learners’ argument journals, pre- and post-tasks. The quality of the arguments were evaluated using Toulmin’s argumentation model. Further, thematic data analysis revealed four learner justified socio mathematical norms: ‘Convince your group’, ‘Mistakes are data’, ‘Use evidence’, and ‘Respectful disagreement’. Generalization with evidence increased from 10% to 45%. Pedagogical practices contributed to a 35% increase in learner particiaption and revealed the following changes; improved questioning strategies, using norm-referenced feedback, and using multilingual scaffolding. The study proposes a novel intersection between cultural philosophy and educational practice. Researchers conclude that the explicit norm-setting in lessons is an effective approach to turn algebra lessons into collaborative reasoning communities. The contextual application of argumentation in Form One Mathematics lessons enhances the understanding of algebra. Future research should focus on longitudinal studies that explore how socio-mathematical norms evolve, persist, or shift across different educational contexts.