La argumentación en matemáticas

Abstract

This conference addresses some aspects of the concept of argumentation in school mathematics. It starts with a brief normative, theoretical, and didactic description of the concept of argumentation, which justifies the need to broaden the usual classification of arguments into inductive and deductive. In fact, it can be said that school argumentation involves the study of a finite set of cases, whose conclusions transcend the category of mere examples, due to the existence of an implicit theory of reference. Choosing the material medium also has consequences for the characteristics of argumentation. Next, it is discussed how argumentation has the potential of being an element that articulates mathematics learning situations that are transversal to other areas of knowledge. Then, a series of typical situations from secondary education are provided as examples, classified according to areas of knowledge, and to conclude, some final considerations are given in which the cognitive, interactional, and epistemic dimensions are discussed.