Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
RESUMEN: This paper presents research on the argumentation that preservice teachers perform when designing and teaching geometry. Argumentation is associated with speech acts carrying didactical intentions. This research study features of preservice teachers’ argumentation when explaining geometry t...
- Autores:
-
Castro Gordillo, Walter Fernando
Durango Urrego, John Henry
Pino Fan, Luis
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2021
- Institución:
- Universidad de Antioquia
- Repositorio:
- Repositorio UdeA
- Idioma:
- eng
- OAI Identifier:
- oai:bibliotecadigital.udea.edu.co:10495/36814
- Acceso en línea:
- https://hdl.handle.net/10495/36814
- Palabra clave:
- Enseñanza de las matemáticas
Mathematics education
Dialéctica
Argumentación
http://vocabularies.unesco.org/thesaurus/concept60
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0/
| Summary: | RESUMEN: This paper presents research on the argumentation that preservice teachers perform when designing and teaching geometry. Argumentation is associated with speech acts carrying didactical intentions. This research study features of preservice teachers’ argumentation when explaining geometry tasks both to peers, during preparation and discussion of designed activities, and to students in the classroom. This is qualitative research and the results support establishing relationships between the didactical dimension of the didactic-mathematical knowledge model and some characteristics of the argumentation that preservice mathematics teachers exhibit during their planning and teaching. |
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