Presencia de argumentos cuasi-lógicos en trayectorias reales de aprendizaje del espacio

Abstract

The proposal aims to characterize the quasi-logical arguments made by students, according to the approach proposed by Perelman & Olbrechts-Tyteca (1989), for the theory of argumentation and the approach of the application of this theory in the didactics of mathematics proposed by León (2005). Likewise, a development of design research is presented from the teaching experiments of Simón (1995), Callejo de la Vega, Valls, & Llinares (2007). And Cobb, Whitenac (1996). Specifically the research on design and didactic management from the trajectories learning hypotheticals proposed by Clements and Sarama (2009); León, Díaz and Guilombo (2014), specifically the hypothetical theory of space proposed by Clements and Sarama (2009), with Sixth grade students from a school in the public sector of Bogotá.