Mathematical argumentation in the classroom
The article shares some elements of comprehensive type about "mathematical argumentation in the classroom"; whose analysis, was made from two fundamental categories in the development of an oral mathematical argumentation process for the conviction, contradiction and validation of a writte...
- Autores:
-
Salazar-Torres, J
Vera, M
Contreras, Y
Gelvez-Almeida, E
Valbuena, O
Barrera, D
Rincón, O
- Tipo de recurso:
- Fecha de publicación:
- 2019
- Institución:
- Universidad Simón Bolívar
- Repositorio:
- Repositorio Digital USB
- Idioma:
- eng
- OAI Identifier:
- oai:bonga.unisimon.edu.co:20.500.12442/5106
- Acceso en línea:
- https://hdl.handle.net/20.500.12442/5106
- Palabra clave:
- Rights
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | The article shares some elements of comprehensive type about "mathematical argumentation in the classroom"; whose analysis, was made from two fundamental categories in the development of an oral mathematical argumentation process for the conviction, contradiction and validation of a written mathematical argumentation process. The research addressed two central categories of argumentation as a discursive form, the first one is the epistemic position, and the second one is the discursive position that students unveil at the time of mathematically arguing the solution to a problem situation. The research was developed under the interpretative paradigm through the design of a case study directed by the theory and technique of a focal group, for the collection of information. In the findings, difficulties in the passage were evidenced from the semantic to the theoretical from the epistemic position; regarding the discursive position, the presence of three discursive forms was revealed: description, explanation and argumentation, the latter being the least used by the students. |
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