Complex Argumentation in Elementary School

• Cervantes-Barraza, Jonathan ^[1] ; Cabañas-Sánchez, Guadalupe ^[1] ; Reid, David ^[2]
  1. [1] Universidad Autónoma de Guerrero

     Universidad Autónoma de Guerrero

     México

     
  2. [2] University of Bremen

     University of Bremen

     Kreisfreie Stadt Bremen, Alemania

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 13, Nº. 4, 2019, págs. 221-246
• Idioma: inglés
• DOI: 10.30827/pna.v13i4.8279
• Títulos paralelos:
  • Argumentación compleja en Educación Primaria
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este artículo describe un estudio de argumentación matemática en educación primaria. El objetivo principal es explorar la naturaleza de la argumentación compleja en un nivel estructural. El contexto del estudio fue un experimento de enseñanza con nueve tareas que promovieron la argumentación entre estudiantes de quinto grado. Usamos el marco teórico y metodológico para reconstruir la argumentación compleja en el salón de clase propuesto por Knipping (2003). Los resultados muestran que la argumentación compleja a nivel estructural en el contexto de refutar conclusiones se caracteriza por ser una estructura de fuente con el agregado de un argumento de refutación.

  • English

    This paper describes a study of mathematical argumentation in primary school. The principal aim is to explore the nature of complex argumentation at a structural level. The context of the study was a teaching experiment involving nine tasks that promoted argumentation among fifth graders. We use the framework and method of reconstructing complex argumentation in the classroom proposed by Knipping (2008). The findings show that complex argumentation at a structural level in the context of refuting conclusions is characterized by a source-like structure with the addition of a new refutation argument element.

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