<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-3916</journal-id>
<journal-title><![CDATA[Revista Colombiana de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. colomb. educ.]]></abbrev-journal-title>
<issn>0120-3916</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional de Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-39162018000100155</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Implicaciones de la argumentación en el aula de matemáticas]]></article-title>
<article-title xml:lang="en"><![CDATA[Implications of Argumentation in Math Class]]></article-title>
<article-title xml:lang="pt"><![CDATA[Implicações da argumentação na sala de aula de matemáticas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solar-Bezmalinovic]]></surname>
<given-names><![CDATA[Horacio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Educación Departamento de Didáctica]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<numero>74</numero>
<fpage>155</fpage>
<lpage>176</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-39162018000100155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-39162018000100155&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-39162018000100155&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo de reflexión se presenta, mediante el estudio de casos de dos clases de matemáticas, tres implicaciones de promover la argumentación en el aula de matemáticas: la primera es que por medio de una gestión argumentativa de la clase el profesor puede reconocer los patrones comunes de pensamiento en los estudiantes, la segunda es el uso de estrategias comunicativas del profesor para gestionar la clase generando una interacción dialógica entre profesor y estudiantes, y la tercera es que el docente puede contar con una mayor variedad de recursos para el abordaje de las contingencias en el aula de matemáticas. Las implicaciones de la argumentación muestran cómo el docente desarrolla recursos que contribuyen a generar criterios de flexibilidad ante la diversidad en el aula de matemáticas, para así superar las políticas de estandarización predominantes en el aula de matemáticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo de reflexão apresenta-se, por meio do estudo de casos de duas aulas de matemáticas, três implicações de promover a argumentação na sala de aula de matemáticas: a primeira é que por meio de uma gestão argumentativa da aula, o professor pode reconhecer os padrões comuns do pensamento nos estudantes; a segunda é o uso de estratégias comunicativas do professor para ministrar a aula, gerando uma interação dialógica entre professor e estudantes; e a terceira que o docente pode contar com uma maior variedade de recursos para a abordagem das contingências na sala de aula de matemáticas. As implicações da argumentação evidenciam como o docente desenvolve recursos que contribuem a gerar critérios de flexibilidade frente a diversidade na sala de aula de matemáticas, superando assim as políticas de estandardização predominantes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[argumentación matemática]]></kwd>
<kwd lng="es"><![CDATA[estrategias comunicativas]]></kwd>
<kwd lng="es"><![CDATA[contingencia]]></kwd>
<kwd lng="es"><![CDATA[justicia social]]></kwd>
<kwd lng="en"><![CDATA[mathematical reasoning]]></kwd>
<kwd lng="en"><![CDATA[communicative strategies]]></kwd>
<kwd lng="en"><![CDATA[contingency]]></kwd>
<kwd lng="en"><![CDATA[social justice]]></kwd>
<kwd lng="pt"><![CDATA[argumentação matemática]]></kwd>
<kwd lng="pt"><![CDATA[estratégias comunicativas]]></kwd>
<kwd lng="pt"><![CDATA[contingência]]></kwd>
<kwd lng="pt"><![CDATA[justiça social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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