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
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Mathematical argumentation in the classroom |
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Mathematical argumentation in the classroom |
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Mathematical argumentation in the classroom |
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Mathematical argumentation in the classroom |
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Mathematical argumentation in the classroom |
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Mathematical argumentation in the classroom |
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Mathematical argumentation in the classroom |
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Mathematical argumentation in the classroom |
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Salazar-Torres, J Vera, M Contreras, Y Gelvez-Almeida, E Valbuena, O Barrera, D Rincón, O |
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Salazar-Torres, J Vera, M Contreras, Y Gelvez-Almeida, E Valbuena, O Barrera, D Rincón, O |
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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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2019 |
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2019 |
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article |
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eng |
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IOP Publishing |
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Journal of Physics: Conference Series Vol. 1408 (2019) |
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https://iopscience.iop.org/article/10.1088/1742-6596/1408/1/012023 |
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Salazar-Torres, J40a2a6c9-3e39-4994-9b5a-1c6112bd8000Vera, Mb8572d21-6917-4723-b5b5-4002f1f0b25dContreras, Yb58028b7-fad9-4211-8d46-5a8a68f8e3b2Gelvez-Almeida, E55062614-d175-4da1-834a-d7e54dcc92deValbuena, O593ac181-a529-47a7-b462-6a8a57e42537Barrera, D4d791300-e0d0-4788-a5c4-d75f488107abRincón, Od706ecbd-8ee0-4efc-94cb-e59dae8f45982020-04-14T23:19:20Z2020-04-14T23:19:20Z201917426596https://hdl.handle.net/20.500.12442/5106The 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.pdfengIOP PublishingAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf2Journal of Physics: Conference SeriesVol. 1408 (2019)https://iopscience.iop.org/article/10.1088/1742-6596/1408/1/012023Mathematical argumentation in the classroomarticlearticlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501Salazar J 2017 El modelo de indagación frente al desarrollo de la argumentación escrita. Encrucijadas pedagógicas: Resignificación, emergencias y praxis educativa ed Hernández J (Maracaibo: Ediciones Universidad del Zulia)Calderón D 2005 Dimensión cognitiva y comunicativa de la argumentación en matemáticas (Colombia: Universidad del Valle)Perelman C, Tyteca L 1989 Tratado de la argumentación (Madrid: Editorial Gredos)Duval R 1999 Argumentar, demostrar, explicar: ¿continuidad o ruptura cognitiva? (México: Editorial Iberoamérica)Duval R 1999 Semiosis y pensamiento humano: Registros semióticos y aprendizajes intelectuales (Colombia: Ediciones Universidad del Valle)Pierce C 1974 La ciencia de la semiótica: Colección de semiología y epistemología (Buenos Aires: Ediciones Nueva Visión)León O, Calderón D 2003 Argumentar y validar en matemáticas: ¿Una relación necesaria? Hacia una comprensión del desarrollo de competencias argumentativas en matemáticas (Colombia: Ediciones Universidad del Valle)Simons H 2011 El estudio de caso: teoría y práctica (Madrid: Editorial Morata)Duval R 1999 Representation, vision and visualization: Cognitive functions in mathematical thinking, basic issues for learning Proccedings of the Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education (Washington: Educational Resources Information Center) p 25Krabbe E 2009 Cooperation and competition in argumentative exchanges Rhetoric and argumentation in the beginning of the XXIst century ed Ribeiro H (Brasil: Universidad de Coimbra) 6 111Florez M, Salazar J, Hernández Y, Gelvez E, Garavito J, Florez S, Hernández A, Patiño D 2018 Henry A. Giroux and his contributions to the modeling of critical curriculum: questions and reflections Revista Espacios 39(5) 4Strauss A, Corbin J 1998 Basics of qualitative research. 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