Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features
Walter F Castro 1 * , John Henry Durango-Urrego 1, Luis R Pino-Fan 2
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1 Universidad de Antioquia, COLOMBIA
2 Universidad de Los Lagos, CHILE
* Corresponding Author

Abstract

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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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/11139

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 9, Article No: em2002

Publication date: 14 Aug 2021

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