THE ARGUMENT AND DEMONSTRATION EXEMPLIFIED IN A MATHEMATICAL DIALOGUE

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Published: Sep 1, 2022
DOI: https://doi.org/10.22460/infinity.v11i2.p211-222
Keywords:
Argument Conjecture Counterexample Dialogue

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Luisa Morales Maure
Universidad de Panamá, SNI-I, Secretaría Nacional de Ciencia tecnología e Innovación SENACYT, Panama
http://orcid.org/0000-0003-3905-9002
Marcos Campos Nava
Autonomous University of the State of Hidalgo, Mexico
http://orcid.org/0000-0002-7534-3193
Orlando García Marimón
Universidad de Panamá, Panama
https://orcid.org/0000-0002-0334-6133
Jaime Gutiérrez
Universidad de Panamá, Panama
https://orcid.org/0000-0002-5941-3892

Abstract

The teaching-learning process is analyzed in a course for a group of professors who were taught subjects on Calculus, to study the episodes of problem-solving in them, focused on the identification of patterns and argumentation using counterexamples. The explanation and the argument in the classroom can be used together so that the argument (issued as a counterexample) supports the explanation (conjecture). Developing the mathematics class so that the above occurs is a form of interaction and how to encourage students to move from explanation to argumentation (placing a hybrid system). Furthermore, both forms of reasoning can influence dialogue protocols and strategies. In this work, the dialogue model is described as a tool to address the problem that arises when working with students.

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Issue
Vol. 11 No. 2 (2022): VOLUME 11, NUMBER 2, INFINITY
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Articles
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