Begründen bei Geometrieaufgaben der Grundschule

In this book, Stephanie Gerloff focuses on written justification in elementary school geometry instruction. Starting from a comprehensive theoretical analysis of the existing conceptual understandings of justification and argumentation, justification is examined as a requirement and as a competence in two empirical parts. The first empirical part deals with justification in geometry tasks and demonstrates, through a textbook analysis, the diverse possibilities of both implicit and explicit task formats for justification. The second empirical part addresses the existing competence of third and fourth-grade elementary school children. The results obtained allow for both a qualitative differentiation of justification competence using a developed level model and a quantitative assessment of the justification potential of elementary school children.