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
EURASIA J Math Sci Tech Ed, Volume 17, Issue 9, September 2021, Article No: em2002
https://doi.org/10.29333/ejmste/11139
Publication date: 14 Aug 2021
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Article Downloads: 1300
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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).
Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).
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How to cite this article
APA
Castro, W. F., Durango-Urrego, J. H., & Pino-Fan, L. R. (2021). Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), em2002. https://doi.org/10.29333/ejmste/11139
Vancouver
Castro WF, Durango-Urrego JH, Pino-Fan LR. Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features. EURASIA J Math Sci Tech Ed. 2021;17(9):em2002. https://doi.org/10.29333/ejmste/11139
AMA
Castro WF, Durango-Urrego JH, Pino-Fan LR. Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features. EURASIA J Math Sci Tech Ed. 2021;17(9), em2002. https://doi.org/10.29333/ejmste/11139
Chicago
Castro, Walter F, John Henry Durango-Urrego, and Luis R Pino-Fan. "Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 9 (2021): em2002. https://doi.org/10.29333/ejmste/11139
Harvard
Castro, W. F., Durango-Urrego, J. H., and Pino-Fan, L. R. (2021). Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), em2002. https://doi.org/10.29333/ejmste/11139
MLA
Castro, Walter F et al. "Preservice Teachers’ Argumentation and Some Relationships to Didactic-Mathematical Knowledge Features". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 9, 2021, em2002. https://doi.org/10.29333/ejmste/11139