Journal of Education and Psychology

Abstract

Argumentation validation is a new demand for the current mathematics education curriculum standard. The purpose of this research is to discuss the difficulties that eight senior high students faced when they carried out argumentation validation activity. Based on the above results, the researcher explored “academic framework of argumentation validating comprehension level”. The subjects are four secondary-year senior high students with low math achievement. Students were asked to validate eight kinds of argumentation texts using think-aloud method. Difficulties were identified by interview. Major results of this research were as follows: 1. Students altogether had eight kinds of validation difficulties. 2. Based on the students’ responses in written examination, validation process videotape, & interview, then analyzed students’ validation behavior. We developed “validating comprehension level” by integrating “reading comprehension level” and “mathematical problem solving stage”. “Validating comprehension level” was divided into two dimensions called “micro” and “macro”, and each dimension was respectively divided into four parts called “literal comprehension”, “recombined comprehension”, “inferential comprehension”, and “validating comprehension”. “Micro” and “macro” were respectively provided the function for diagnosing validation difficulties. Both of the two dimensions were coordinate alternately, and they made students’ validating comprehension level clearer in demarcation.

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