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...

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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/
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dc.title.spa.fl_str_mv Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
title Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
spellingShingle Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
Enseñanza de las matemáticas
Mathematics education
Dialéctica
Argumentación
http://vocabularies.unesco.org/thesaurus/concept60
title_short Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
title_full Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
title_fullStr Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
title_full_unstemmed Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
title_sort Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
dc.creator.fl_str_mv Castro Gordillo, Walter Fernando
Durango Urrego, John Henry
Pino Fan, Luis
dc.contributor.author.none.fl_str_mv Castro Gordillo, Walter Fernando
Durango Urrego, John Henry
Pino Fan, Luis
dc.contributor.researchgroup.spa.fl_str_mv Matemática, Educación y Sociedad-MES
dc.subject.unesco.none.fl_str_mv Enseñanza de las matemáticas
Mathematics education
topic Enseñanza de las matemáticas
Mathematics education
Dialéctica
Argumentación
http://vocabularies.unesco.org/thesaurus/concept60
dc.subject.lemb.none.fl_str_mv Dialéctica
dc.subject.proposal.spa.fl_str_mv Argumentación
dc.subject.unescouri.none.fl_str_mv http://vocabularies.unesco.org/thesaurus/concept60
description 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.
publishDate 2021
dc.date.issued.none.fl_str_mv 2021
dc.date.accessioned.none.fl_str_mv 2023-10-06T18:17:44Z
dc.date.available.none.fl_str_mv 2023-10-06T18:17:44Z
dc.type.spa.fl_str_mv Artículo de investigación
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dc.identifier.issn.none.fl_str_mv 1305-8223
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10495/36814
identifier_str_mv 1305-8223
url https://hdl.handle.net/10495/36814
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.ispartofjournalabbrev.spa.fl_str_mv EURASIA J Math Sci Tech Ed
dc.relation.citationendpage.spa.fl_str_mv 334
dc.relation.citationissue.spa.fl_str_mv 9
dc.relation.citationstartpage.spa.fl_str_mv 317
dc.relation.citationvolume.spa.fl_str_mv 17
dc.relation.ispartofjournal.spa.fl_str_mv EURASIA Journal of Mathematics, Science and Technology Education
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dc.format.extent.spa.fl_str_mv 17
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dc.publisher.spa.fl_str_mv Modestum
dc.publisher.place.spa.fl_str_mv Ankara, Turquia
institution Universidad de Antioquia
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spelling Castro Gordillo, Walter FernandoDurango Urrego, John HenryPino Fan, LuisMatemática, Educación y Sociedad-MES2023-10-06T18:17:44Z2023-10-06T18:17:44Z20211305-8223https://hdl.handle.net/10495/36814RESUMEN: 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. 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