Estructura y dinámica de argumentos analógicos, abductivos y deductivos: un curso de geometría del espacio como contexto de reflexión

• Molina Jaime, Oscar Javier ^[1] ; Font, Vicenç ^[2] ; Pino-Fan, Luis ^[1]
  1. [1] Universidad de Los Lagos

     Universidad de Los Lagos

     Osorno, Chile

     
  2. [2] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 37, Nº 1, 2019, págs. 93-116
• Idioma: español
• DOI: 10.5565/rev/ensciencias.2484
• Títulos paralelos:
  • Structure and dynamic of analogical, abductive and deductive arguments: a course on solid geometry as a context for reflection
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Se describen procesos de argumentación con énfasis en los argumentos analógicos, surgidos cuando un grupo de estudiantes aborda un problema que puede ser resuelto tanto en la geometría plana como en la del espacio. Para ello, en el marco de una metodología cualitativa basada en la realidad del aula, se emplea el modelo de Toulmin para tipificar los argumentos producidos y se realiza un análisis ontosemiótico para describir la actividad matemática asociada. Los resultados permiten legitimar el uso de argumentos abductivos o analógicos en procesos de resolución de problemas (particularmente, de geometría del espacio) precisando la forma en que estos articulan y dinamizan diversos objetos (conceptos, procedimientos, proposiciones) presentes en el proceso. Además, permiten detallar las fases de una argumentación por analogía mediante las configuraciones de los dominios que involucra.

  • English

    We describe the argumentation process, focusing on arguments by analogy, emerging when a group of students addresses a problem that can be solved in both 2D geometry and 3D geometry. To this end, within a qualitative-naturalist methodology called classroom-based research, the Toulmin Model was used to typify the arguments produced by students, and an ontosemiotic analysis was carried out to describe the mathematical activity associated. Outcomes legitimate the use of abductive or analogical arguments in problem-solving processes (particularly, in 3D geometry) specifying the way how they articulate and dynamize objects (concepts, procedures, propositions) present in that process. In addition, we explain the phases of the argumentation by analogy through the relationship between the domains involved in it.

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