Several studies have emphasized mathematical modeling and argumentation as part of the development of a competency view of learning. Although there is abundant literature on both mathematical competences, joint approaches to argumentation and modeling are scarce in the literature. The purpose of this study is to characterize the relationships between argumentation and modeling in the mathematics classroom. We analyzed cases of two teachers who took part in a professional development experience and designed and implemented modeling tasks. The results of the study indicate that three important relationships between argumentation and modeling to be proposed: 1) The mathematical tasks designed favored the development of modeling and argumentation in students; 2) Mathematical models are implicitly used as backing for warrants and refutations in students' arguments; 3) the argumentation in the classroom favors that the students go through the different phases of the modeling cycle.
|Translated title of the contribution||Relationships between argumentation and modeling in the mathematics classroom|
|Number of pages||32|
|Journal||Bolema - Mathematics Education Bulletin|
|State||Published - 2023|