La actividad argumentativa que emerge en estudiantes de grado noveno en torno a la demostración en geometría

Abstract

A job with the use of problem situations that promote mathematical argument in the classroom from a context of socialization and building expertise to determine whether it is possible to promote the argumentative activity is proposed, will be developed by a group of ninth graders from school Forests Sherwood private, located in the municipality of Chia. The research will analyze the argumentative schemes emerging in the demonstration activity of students; taking the argument as justification and validation of statements made during the demonstration process, thus identifying and describing patterns that emerge in the process. With reflective elements to be determined, it is expected that a teacher can consider or infer more assertive criteria for assessing the knowledge that a student uses when faced with a problem-solving process; reflections on teaching demonstration in geometry and analysis schemes argument underlying the demonstration activity.