Abstract

SOLAR-BEZMALINOVIC, Horacio. Implications of Argumentation in Math Class. Rev. colomb. educ. [online]. 2018, n.74, pp.155-176. ISSN 0120-3916.

This reflection paper presents, through the case study of two math classes, three consequences of fostering argumentation inside the math classroom: The first one is that, through an argumentative management of the class, the teacher can recognize common thinking patterns in students; the second one is the teacher's use of communicative strategies to manage the class by creating a dialogical interaction between teachers and students; and the third one is that teachers may have a wider variety of resources for addressing contingencies in the math classroom. The implications of argumentation show how teachers develop resources that contribute to generating flexibility criteria when faced with diversity in the math classroom, in order to overcome the predominant standardization policies in it.

Keywords : mathematical reasoning; communicative strategies; contingency; social justice.

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