Diversidad de acepciones de argumento: necesidad de la formación de profesores

Leonor Camargo; Patricia Perry; Óscar Molina; Carmen Samper; Claudia Vargas

doi:10.30827/pna.v18i3.26749

Authors

Leonor Camargo Universidad Pedagógica Nacional
Patricia Perry Universidad Pedagógica Nacional
Óscar Molina Universidad Pedagógica Nacional https://orcid.org/0000-0003-4797-1173
Carmen Samper Universidad Pedagógica Nacional https://orcid.org/0000-0003-2342-8950
Claudia Vargas Universidad Pedagógica Nacional https://orcid.org/0000-0002-3546-1902

DOI:

https://doi.org/10.30827/pna.v18i3.26749

Keywords:

Conjecture problem, Geometry, Mathematical argument, Mathematics teacher, Meanings of argument

Abstract

We present an analysis of how prospective mathematics teachers identify their own arguments to solve a geometric conjecture problem. This analysis, based on our conceptual proposal of argument, resulted in an emergent coding that revealed diverse meanings of argument. These are differentiated by their communicative intent, which includes description, narration and enunciation of conjectures or rules of mathematical work. The results indicate that practices such as recognising the nature of an argument, identifying its constituent elements and establishing functional relationships between arguments require specialised training even in learning environments that promote argumentation.

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References

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