Mathematics preservice teachers’ argumentation

ABSTARCT: This research deals with the preservice teachers’ dialogic argumentationswhen presenting geometry tasks to their colleagues, during discussion sessions previous to teaching to children. An argumentation analysis tool is used that complement Toulmin’s analysis proposal and that includes fea...

Full description

Autores:
Castro Gordillo, Walter Fernando
Pino Fan, Luis R.
Durango Urrego, John Henry
Tipo de recurso:
http://purl.org/coar/resource_type/c_f744
Fecha de publicación:
2017
Institución:
Universidad de Antioquia
Repositorio:
Repositorio UdeA
Idioma:
eng
OAI Identifier:
oai:bibliotecadigital.udea.edu.co:10495/7920
Acceso en línea:
http://hdl.handle.net/10495/7920
Palabra clave:
Argumentación
Enseñanza de las matemáticas
Geometría
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
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dc.title.spa.fl_str_mv Mathematics preservice teachers’ argumentation
title Mathematics preservice teachers’ argumentation
spellingShingle Mathematics preservice teachers’ argumentation
Argumentación
Enseñanza de las matemáticas
Geometría
title_short Mathematics preservice teachers’ argumentation
title_full Mathematics preservice teachers’ argumentation
title_fullStr Mathematics preservice teachers’ argumentation
title_full_unstemmed Mathematics preservice teachers’ argumentation
title_sort Mathematics preservice teachers’ argumentation
dc.creator.fl_str_mv Castro Gordillo, Walter Fernando
Pino Fan, Luis R.
Durango Urrego, John Henry
dc.contributor.author.none.fl_str_mv Castro Gordillo, Walter Fernando
Pino Fan, Luis R.
Durango Urrego, John Henry
dc.contributor.researchgroup.spa.fl_str_mv Matemática, Educación y Sociedad (MES)
dc.subject.none.fl_str_mv Argumentación
Enseñanza de las matemáticas
Geometría
topic Argumentación
Enseñanza de las matemáticas
Geometría
description ABSTARCT: This research deals with the preservice teachers’ dialogic argumentationswhen presenting geometry tasks to their colleagues, during discussion sessions previous to teaching to children. An argumentation analysis tool is used that complement Toulmin’s analysis proposal and that includes features related to mathematicallogic, rhetoric and dialectic features.We propose both a representation for the dialogic argumentation and a way to identify its structural qualities
publishDate 2017
dc.date.accessioned.none.fl_str_mv 2017-08-14T15:39:36Z
dc.date.available.none.fl_str_mv 2017-08-14T15:39:36Z
dc.date.issued.none.fl_str_mv 2017
dc.type.spa.fl_str_mv Memorias
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dc.identifier.citation.spa.fl_str_mv Castro Gordillo, W, F & Pino-Fan, L.R.,Durango Urrego, J.H. (2017). Mathematics preservice teachers' argumentation (2017) In Kaur B, Ho, W.K. Thon, T,L y Choy, B,H (Eds).Proceedings of the 41 Conference of the international Group for the Psychology of mathematics Educations, (2), 217-224.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/10495/7920
identifier_str_mv Castro Gordillo, W, F & Pino-Fan, L.R.,Durango Urrego, J.H. (2017). Mathematics preservice teachers' argumentation (2017) In Kaur B, Ho, W.K. Thon, T,L y Choy, B,H (Eds).Proceedings of the 41 Conference of the international Group for the Psychology of mathematics Educations, (2), 217-224.
url http://hdl.handle.net/10495/7920
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.citationendpage.spa.fl_str_mv 224
dc.relation.citationstartpage.spa.fl_str_mv 217
dc.relation.citationvolume.spa.fl_str_mv 2
dc.relation.ispartofjournal.spa.fl_str_mv Proceedings of the 41 Conference of the international Group for the Psychology of mathematics Educations
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spelling Castro Gordillo, Walter FernandoPino Fan, Luis R.Durango Urrego, John HenryMatemática, Educación y Sociedad (MES)2017-08-14T15:39:36Z2017-08-14T15:39:36Z2017Castro Gordillo, W, F & Pino-Fan, L.R.,Durango Urrego, J.H. (2017). Mathematics preservice teachers' argumentation (2017) In Kaur B, Ho, W.K. Thon, T,L y Choy, B,H (Eds).Proceedings of the 41 Conference of the international Group for the Psychology of mathematics Educations, (2), 217-224.http://hdl.handle.net/10495/7920ABSTARCT: This research deals with the preservice teachers’ dialogic argumentationswhen presenting geometry tasks to their colleagues, during discussion sessions previous to teaching to children. 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