Argumentaciones de estudiantes de primaria sobre representaciones externas de datos: Componentes lógicas, numéricas y geométricas

Soledad Estrella, Raimundo Olfos, Sergio Morales, Pedro Vidal-Szabó

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

3 Citas (Scopus)

Resumen

Arguing and representing are abilities promoted in the school curricula of many countries. This paper presents the arguments used by six students from grades one to four regarding external representations they created. The structure of the arguments is analyzed with respect to some of the components presented in these representations using Toulmin's simple model, interpreting the arguments, and integrating the representation created with the argumentation. Verbal and gestural argumentative elements appear to be influenced by the students' oral expression abilities and numerical and geometrical knowledge. The arguments about the logical component, the variable, and about the numerical component, the frequency, were verbalized by the students, while the linear components, the linear basis and the graphical linearity, were argued for using spoken language, gestures, and metaphors.

Título traducido de la contribuciónPrimary school students' arguments regarding external data representations: Logical, numerical, and geometric components
Idioma originalEspañol
PublicaciónRevista Latinoamericana de Investigacion en Matematica Educativa
Volumen20
N.º3
DOI
EstadoPublicada - 2017
Publicado de forma externa

Palabras clave

  • Argument
  • Data representations
  • Toulmin's simple model

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