La situación argumentativa: Un modelo para analizar la argumentación en educación matemática infantil

Translated title of the contribution: A model to analyze argumentation in early childhood mathematics education

Claudia Elizabeth Cornejo-Morales, MANUEL GOIZUETA, Ángel Alsina

Research output: Contribution to journalArticlepeer-review

Abstract

A model to analyze argumentation in Early Childhood Mathematics Education is presented, called Argumentative Situation (AS), to characterize argumentation in Childhood mathematics classroom. From an integrative approach that considers contextual and functional aspects of argumentation, AS considers five components: argument (what is argued? and why?); interaction (who argues?); functions of argumentation (what is it argued for?); character of the argument (how is it argued?); and Mathematics (what is argued about?). We present analyses of three class episodes in order to exemplify the use of AS and to account for its scope and limitations. We finish by discussing projections of the model.

Translated title of the contributionA model to analyze argumentation in early childhood mathematics education
Original languageSpanish
Pages (from-to)159-185
Number of pages27
JournalPNA
Volume15
Issue number3
DOIs
StatePublished - 18 Jul 2021
Externally publishedYes

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