Mathematical argumentation in the classroom
| dc.contributor.author | Salazar-Torres, J | |
| dc.contributor.author | Vera, M | |
| dc.contributor.author | Contreras, Y | |
| dc.contributor.author | Gelvez-Almeida, E | |
| dc.contributor.author | Valbuena, O | |
| dc.contributor.author | Barrera, D | |
| dc.contributor.author | Rincón, O | |
| dc.date.accessioned | 2020-04-14T23:19:20Z | |
| dc.date.available | 2020-04-14T23:19:20Z | |
| dc.date.issued | 2019 | |
| dc.description.abstract | 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. | eng |
| dc.format.mimetype | eng | |
| dc.identifier.issn | 17426596 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12442/5106 | |
| dc.language.iso | eng | eng |
| dc.publisher | IOP Publishing | eng |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | eng |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.source | Journal of Physics: Conference Series | eng |
| dc.source | Vol. 1408 (2019) | eng |
| dc.source.uri | https://iopscience.iop.org/article/10.1088/1742-6596/1408/1/012023 | eng |
| dc.title | Mathematical argumentation in the classroom | eng |
| dc.type | article | eng |
| dc.type.driver | article | eng |
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| oaire.version | info:eu-repo/semantics/publishedVersion | eng |