La argumentación infantil en una trayectoria hipotética de aprendizaje del área y perímetro

Abstract

This research project presents the results of the articulation of the processes, sub-processes and indicators of length, perimeter and area, together with the development of the enunciation process based on the indicators of language development presented by Pérez and Salmerón (2006); it also shows the evolution of the hypothetical learning trajectory (THE) and the identification of the real trajectories (TRA). It was developed under the conditions of confinement due to the COVID 19 pandemic; with the purpose of identifying in the learning of area and perimeter, the argumentation processes developed in elementary school students. Its relevance arises when considering two aspects; firstly, the identification of the importance of argumentation in the school context, recognizing its necessity from a learning space such as the mathematics class, and secondly, the treatment of area and perimeter, recognizing these topics of geometric development as measurable attributes that present difficulty in their appropriation and differentiation, due to their teaching treatment that involves monotonous activities, decontextualized and largely referred to the numerical aspect (Roldán and Rendón). (Roldán and Rendón, 2013). For its development, the qualitative research methodology was used, based on the design through learning experiments by selecting hypothetical learning trajectories (THA); executing the four phases of the methodology proposed by Clements and Sarama (2015); the analysis of the results relates the construction of the magnitudes length, area and perimeter, incorporating the development of argumentation from the elements proposed by Perelman and Olbrechts-tyteca (1989), recognizing the importance of argumentation as a factor that contributes to learning from the identification of the real learning trajectories (TRA) of the children and the monitoring of the processes proposed for the research.