Temas emergentes del análisis de interpretaciones del profesorado sobre la argumentación en clase de matemáticas

Translated title of the contribution: Emerging themes from the analysis of teachers' interpretations of argumentation in the mathematics classroom

Manuel Goizueta, Núria Planas

Research output: Contribution to journalArticlepeer-review

7 Scopus citations

Abstract

In this paper we present a study on recurrent themes that have been identified in discourses concerning argumentation in the mathematics classroom written by secondary teachers (12- to 16-year-old students). A discursive approach is adopted to examine the notion of argumentative practice through a tridimensional analysis that takes into account structural, epistemic and communicative issues. To develop themes, common methods of constant comparison are applied from the perspective of the Grounded Theory. The results point to the teachers' attention to reformulations, connectors and structural marks in the identification of argumentative practices. Teachers, however, tend not to mention the epistemic value of arguments in their explanations.

Translated title of the contributionEmerging themes from the analysis of teachers' interpretations of argumentation in the mathematics classroom
Original languageSpanish
Pages (from-to)61-78
Number of pages18
JournalEnsenanza de las Ciencias
Volume31
Issue number1
DOIs
StatePublished - 2013
Externally publishedYes

Fingerprint

Dive into the research topics of 'Emerging themes from the analysis of teachers' interpretations of argumentation in the mathematics classroom'. Together they form a unique fingerprint.

Cite this