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

Autores

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

Palavras-chave:

Argumento matemático, Geometria, Problema de conjectura, Professor de matemática, Significado de argumento

Resumo

Apresentamos uma análise do modo como os futuros professores de matemática identificam os seus próprios argumentos para resolver um problema de conjetura geométrica. Esta análise, baseada na nossa proposta concetual de argumento, resultou numa codificação emergente que revelou diversos significados de argumento. Estes são diferenciados pela sua intenção comunicativa, que inclui a descrição, a narração e a enunciação de conjecturas ou regras do trabalho matemático. Os resultados indicam que práticas como o reconhecimento da natureza de um argumento, a identificação dos seus elementos constituintes e o estabelecimento de relações funcionais entre argumentos requerem uma formação especializada, mesmo em ambientes de aprendizagem que promovam a argumentação.

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Referências

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