Mathematical argumentation in the classroom
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Archivos
Fecha
2019
Autores
Salazar-Torres, J
Vera, M
Contreras, Y
Gelvez-Almeida, E
Valbuena, O
Barrera, D
Rincón, O
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Editor
IOP Publishing
Resumen
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.
