Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion

ABSTRACT: This paper presents the research results whose aim is to understand the mathematics teacher’s argumentation during classroom tasks discussion. Aspects of a theoretical stance are used, on the one hand, to show how the teacher’s argumentation can be described in the mathematics classroom an...

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Autores:
Toro Uribe, Jorge Andrés
Castro Gordillo, Walter Fernando
Tipo de recurso:
http://purl.org/coar/resource_type/c_f744
Fecha de publicación:
2022
Institución:
Universidad de Antioquia
Repositorio:
Repositorio UdeA
Idioma:
eng
OAI Identifier:
oai:bibliotecadigital.udea.edu.co:10495/37414
Acceso en línea:
https://hdl.handle.net/10495/37414
Palabra clave:
Enseñanza de las matemáticas
Mathematics education
Profesores de matemáticas
Debates
Argumentation in mathematics classroom,
Discourse in mathematics classroom
Learning opportunities
Professional knowing
http://vocabularies.unesco.org/thesaurus/concept60
Rights
openAccess
License
http://creativecommons.org/licenses/by-nc-sa/2.5/co/
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dc.title.spa.fl_str_mv Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion
title Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion
spellingShingle Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion
Enseñanza de las matemáticas
Mathematics education
Profesores de matemáticas
Debates
Argumentation in mathematics classroom,
Discourse in mathematics classroom
Learning opportunities
Professional knowing
http://vocabularies.unesco.org/thesaurus/concept60
title_short Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion
title_full Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion
title_fullStr Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion
title_full_unstemmed Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion
title_sort Understanding mathematics teacher’s argumentation: considerations duringclassroom tasks discussion
dc.creator.fl_str_mv Toro Uribe, Jorge Andrés
Castro Gordillo, Walter Fernando
dc.contributor.author.none.fl_str_mv Toro Uribe, Jorge Andrés
Castro Gordillo, Walter Fernando
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
Profesores de matemáticas
Debates
Argumentation in mathematics classroom,
Discourse in mathematics classroom
Learning opportunities
Professional knowing
http://vocabularies.unesco.org/thesaurus/concept60
dc.subject.lemb.none.fl_str_mv Profesores de matemáticas
Debates
dc.subject.proposal.spa.fl_str_mv Argumentation in mathematics classroom,
Discourse in mathematics classroom
Learning opportunities
Professional knowing
dc.subject.unescouri.none.fl_str_mv http://vocabularies.unesco.org/thesaurus/concept60
description ABSTRACT: This paper presents the research results whose aim is to understand the mathematics teacher’s argumentation during classroom tasks discussion. Aspects of a theoretical stance are used, on the one hand, to show how the teacher’s argumentation can be described in the mathematics classroom and, on the other hand, to specify aspects of the discourse in the mathematics classroom. The analysis is illustrated with one episode in a tenth-grade classroom, where the teacher and her students discuss the solution of a task about trigonometric ratios. The results allow recognizing features of the teacher’s argumentation features, purposes, and conditions that activate it.
publishDate 2022
dc.date.issued.none.fl_str_mv 2022
dc.date.accessioned.none.fl_str_mv 2023-11-27T16:27:41Z
dc.date.available.none.fl_str_mv 2023-11-27T16:27:41Z
dc.type.spa.fl_str_mv Actas de conferencia
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dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_f744
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10495/37414
url https://hdl.handle.net/10495/37414
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.citationendpage.spa.fl_str_mv 9
dc.relation.citationstartpage.spa.fl_str_mv 1
dc.relation.ispartofjournal.spa.fl_str_mv Congress of the European Society for Research in Mathematics Education (20 : febrero 2022)
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dc.format.extent.spa.fl_str_mv 9
dc.format.mimetype.spa.fl_str_mv Aplication pdf
dc.publisher.place.spa.fl_str_mv Bozen, Bolzano, Italia
institution Universidad de Antioquia
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spelling Toro Uribe, Jorge AndrésCastro Gordillo, Walter FernandoMatemática, Educación y Sociedad-MES2023-11-27T16:27:41Z2023-11-27T16:27:41Z2022https://hdl.handle.net/10495/37414ABSTRACT: This paper presents the research results whose aim is to understand the mathematics teacher’s argumentation during classroom tasks discussion. Aspects of a theoretical stance are used, on the one hand, to show how the teacher’s argumentation can be described in the mathematics classroom and, on the other hand, to specify aspects of the discourse in the mathematics classroom. The analysis is illustrated with one episode in a tenth-grade classroom, where the teacher and her students discuss the solution of a task about trigonometric ratios. 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