Quality of argumentation among mathematics teaching degree students in a linear algebra course
This article uses Toulmin’s and Perelman’s Argumentation Model (TPAM) in a Linear Algebra course within the Mathematics Teaching program as a guide to teaching strategies and as an analytical tool. The aim of this study is to analyze the quality of the argumentation devised by students in the aforem...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Alexandria (Florianópolis) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/97963 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/alexandria/article/view/97963 |
| Access Level: | acceso abierto |
| Palabra clave: | Argumentation Mathematics students Argumentation theory model Linear algebra Argumentação Licenciandos(as) em matemática Modelo teórico argumentativo Álgebra linear |
| Sumario: | This article uses Toulmin’s and Perelman’s Argumentation Model (TPAM) in a Linear Algebra course within the Mathematics Teaching program as a guide to teaching strategies and as an analytical tool. The aim of this study is to analyze the quality of the argumentation devised by students in the aforementioned course. Through an intervention strategy, it was possible to observe that most students found it difficult to devise consistent argumentation containing the necessary justification in order to establish the link between the premises and the conclusion. Moreover, they displayed less grounds and use of rhetorical resources. Despite the limitations in students’ argumentation throughout the study, the intervention was considered positive for the future development of their argumentation skills within the context of Linear Algebra. |
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