March Journal Article #1

Yopp, D. (2010). Identifying Logical Necessity . Teaching Children Mathematics, 16(7), 410.

SUMMARY

This article was all about identifying logical necessity at the elementary grade level. This concept means "the condition for which conclusions follow necessarily from premises". (AUTHOR, p. 411). This is important, especially to younger children in mathematics because it shows children that one mathematical statement usually relates to another. It also can show students how and why different topics relate and how to find these relations. Students need to learn how to evaluate statements. For example a student might say "It is going to be very warm out, so I will need to wear my sunglasses". However, just because it is hot outside does not mean it is sunny. Students need to develop a sense of logical reasoning. Teacher can help build logical necessity by providing activities for students is to have them examine arguments where they may be somewhat of a lapse in their reasoning. For example you could say to that student that 4>7, so there forever 4*4 > 4 *7. Students will have to explain that just because 4 is greater than 7 does not make the second equation true. Another way is for students to write if/then, statements. Through testing the article says that these statements can really help students in a positive way.

EVALUATION

I believe that his article can be very beneficial for all teachers. By using logical necessity you can actually ask your students to explain their reasoning and may be able to see where the core problem (if there is one ) is coming from. This also allows students to explain their mathematical reasoning. The author of this article stated that to better improve on logical necessity it is important to pair it with reasoning and proof. I find this statement to be completely correct. This article could also be very beneficial in many ways because it provides an appendix. This appendix has activities that can teach students logical necessity and how to identify it. The appendix provides examples and asked students questions such as "Does this argument use statements accepted as true by our classroom community?" It then provides a one to five number response 1 being not at all and 5 being very. This is a good way for students to look and think and choose the best fitting answer by doing logical necessity through mathematical arguments.