Resumo

BENITEZ PEREZ, Alma Alicia; BENITEZ PEREZ, Héctor  e  GARCIA RODRIGUEZ, Martha Leticia. Substantial Argumentation. An Experience with High School Level Students in Math Classes. Educ. mat. [online]. 2016, vol.28, n.3, pp.175-216.  Epub 08-Abr-2022. ISSN 2448-8089.  https://doi.org/10.24844/em2803.07.

This paper presents an analysis on the substantial argumentation on application problems evoked from a cognitive approach from Algebra and Differential Calculus produced by high school students. The cognitive approach is followed in this paper, based of the functional and structural analysis of reasoning allowing the discursive mechanisms through which reasoning can change the certainty and validity of the propositions. As a result, it is identified the characteristic elements of substantial argument in evoked contextualized problems and organizational presence of connective elements towards the statement-object, were identified. A particular model based upon Ethnography of the qualitative research was used for analyzing class records and transcripts. It´s important that en this paper only one contextualized problem is analyzed.

Palavras-chave : Substantial argument; functional analysis; structural analysis; representations; contextualized problems evoked.

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