International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

What Counts as a “good Data-based Argument”? Students’ Evaluative Criteria in a Class Discussion

Carlotta Vielmo, Mirko Maracci

University of Pisa

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 979–986ISSN 2790-36482026Scopus conference code 336559
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Abstract

This paper investigates how 10th-grade students conceptualise criteria for evaluating data-based arguments in decision-making contexts. Drawing on Habermas’ construct of rational behaviour, we analyse how evaluative criteria are articulated and negotiated in students’ talk in a whole-class discussion aimed at co-constructing validity and quality criteria. Findings show diverse students’ conceptualisations of prototypical criteria such as correctness, completeness, and clarity, and the emergence of terms as orientation, reasonableness, and significance, whose meanings cut across epistemic, teleological, and communicative dimensions.

Keywords

rationalitydata-based argumentationevaluative criteria

Recommended citation

Vielmo, C., & Maracci, M. (2026). What Counts as a “good Data-based Argument”? Students’ Evaluative Criteria in a Class Discussion. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 979–986). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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