Argumentación Matemática en los libros de la Enseñanza Secundaria: un análisis descriptivo de las caracterísitcas de los libros de texto y de la argumentación

dc.creator	Llanos Viviana Carolina
dc.creator	Otero, Maria Rita
dc.date	2009-08-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:09Z
dc.date.available	2015-07-20T22:25:09Z
dc.identifier	1850-6666
dc.identifier	https://doaj.org/article/b3eccf8498824f4d85ca4c14560e6fc9
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21349
dc.description	This work describes and analyzes possible modifications in the mathematical Argumentation in one hundred andthirty seven (N=137) textbooks for secondary school students published between 1940 and 2007. The notion ofArgumentation proposed by Leitão (2001; 2007) is adopted and used to describe the characteristics of thetextbooks. The analysis of the textbooks facilitates the observation of different ways to base on and conceiveMathematics according to the year of edition. This change is described according to Traditions of theMathematical in the sense proposed by Klimovsky and Boido (2005).The mostly used and representative textbooks in the secondary school in the Argentinean Educational System areselected by an intentional sample. Taking into account categories and subcategories of analysis, a qualitativedescription is made of the characteristics of textbooks and of the Argumentation. Assuming a broad notion ofargumentation, it may be stated that there would be modifications in the form to initiate it, in the types ofreasoning and in the situations proposed in relation to the way Mathematics are conceived. Besides, there arechanges in the quantity and quality of images used in recent editions. Some considerations about how externalrepresentations would affect Mathematical Argumentation are made. On the other hand, if the explicitconfrontation of points of view is assumed as a necessary condition to define argumentation, it is concluded thatneither of the textbooks would be argumentative. This leads to reflect about the proportion between informativeand strictly argumentative aspects that are involved in a textbook.
dc.language	Spanish
dc.language	English
dc.language	Portuguese
dc.publisher	Universidad Nacional del Centro de la Provincia de Buenos Aires
dc.relation	http://www.exa.unicen.edu.ar/reiec/files/anio4/num1/REIEC_anio4_num1_art4.pdf
dc.relation	https://doaj.org/toc/1850-6666
dc.source	Revista Electrónica de Investigación en Educación en Ciencias , Vol 4, Iss 1, Pp 37-50 (2009)
dc.subject	Mathematical argumentation. Scholastic text books. Construction of knowledge
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Argumentación Matemática en los libros de la Enseñanza Secundaria: un análisis descriptivo de las caracterísitcas de los libros de texto y de la argumentación
dc.type	article