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dc.contributor.authorSalazar-Torres, J
dc.contributor.authorVera, M
dc.contributor.authorContreras, Y
dc.contributor.authorGelvez-Almeida, E
dc.contributor.authorValbuena, O
dc.contributor.authorBarrera, D
dc.contributor.authorRincón, O
dc.date.accessioned2020-04-14T23:19:20Z
dc.date.available2020-04-14T23:19:20Z
dc.date.issued2019
dc.identifier.issn17426596
dc.identifier.urihttps://hdl.handle.net/20.500.12442/5106
dc.description.abstractThe 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.eng
dc.format.mimetypepdfeng
dc.language.isoengeng
dc.publisherIOP Publishingeng
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceJournal of Physics: Conference Serieseng
dc.sourceVol. 1408 (2019)eng
dc.source.urihttps://iopscience.iop.org/article/10.1088/1742-6596/1408/1/012023eng
dc.titleMathematical argumentation in the classroomeng
dc.typearticleeng
dcterms.referencesSalazar 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)spa
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dcterms.referencesLeón 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)spa
dcterms.referencesFlorez 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) 4eng
dcterms.referencesSimons H 2011 El estudio de caso: teoría y práctica (Madrid: Editorial Morata)spa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
oaire.versioninfo:eu-repo/semantics/publishedVersioneng
dc.type.driverarticleeng


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