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dc.contributor.authorRincón Leal, Olga Lucy
dc.contributor.authorSalazar-Torres, Juan-Pablo
dc.contributor.authorCONTRERAS SANTANDER, YUDITH LILIANA
dc.contributor.authorValbuena-Prada, Oscar
dc.contributor.authorGelvez-Almeida, Elkin
dc.contributor.authorVera, M
dc.contributor.authorBarrera, D
dc.date.accessioned2021-11-22T21:00:05Z
dc.date.available2021-11-22T21:00:05Z
dc.date.issued2019-11-26
dc.identifier.urihttp://repositorio.ufps.edu.co/handle/ufps/1258
dc.description.abstractThe article shares some elements of comprehensive type about "mathematical argumentation in the classroom"; whose analysis, was made from two fundamental categories in the development of an oral mathematical argumentation process for the conviction, contradiction and validation of a written mathematical argumentation process. The research addressed two central categories of argumentation as a discursive form, the first one is the epistemic position, and the second one is the discursive position that students unveil at the time of mathematically arguing the solution to a problem situation. The research was developed under the interpretative paradigm through the design of a case study directed by the theory and technique of a focal group, for the collection of information. In the findings, difficulties in the passage were evidenced from the semantic to the theoretical from the epistemic position; regarding the discursive position, the presence of three discursive forms was revealed: description, explanation and argumentation, the latter being the least used by the students.eng
dc.format.mimetypeapplication/pdfspa
dc.language.isoengspa
dc.publisherJournal of Physics: Conference Seriesspa
dc.relation.ispartofJournal of Physics: Conference Series
dc.rightsContent from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI. Published under licence by IOP Publishing Ltdeng
dc.sourcehttps://iopscience.iop.org/article/10.1088/1742-6596/1408/1/012023/metaspa
dc.titleMathematical argumentation in the classroomeng
dc.typeArtículo de revistaspa
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dc.identifier.doi10.1088/1742-6596/1408/1/012023
dc.publisher.placeMadrid , Españaspa
dc.relation.citationeditionVol.1408 No.1.(2019)spa
dc.relation.citationendpage7spa
dc.relation.citationissue1 (2019)spa
dc.relation.citationstartpage1spa
dc.relation.citationvolume1408spa
dc.relation.citesSalazar-Torres, J., Vera, M., Contreras, Y., Gelvez-Almeida, E., Valbuena, O., Barrera, D., & Rincon, O. (2019, November). Mathematical argumentation in the classroom. In Journal of Physics: Conference Series (Vol. 1408, No. 1, p. 012023). IOP Publishing.
dc.relation.ispartofjournalJournal of Physics: Conference Seriesspa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
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