scholarly journals Condiciones que activan la argumentación del profesor de matemáticas en clase

2020 ◽  
Vol 12 (1) ◽  
pp. 35-44
Author(s):  
Jorge A. Toro Uribe ◽  
Walter F. Castro
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematical Knowledge ◽  
Mathematics Classroom ◽  
State Standards ◽  
Core State ◽  
Research In Mathematics Education ◽  
Educational Studies In Mathematics ◽  
Educational Studies

¿Cuáles son las condiciones que activan la argumentación del profesor de Matemáticas durante la discusión de tareas en clase? En este artículo se presentan posibles respuestas a esta pregunta, en el marco de un estudio que pretende comprender la argumentación del profesor de Matemáticas en un ambiente habitual de clase. Para ello se presenta una fundamentación teórica sobre la argumentación en la clase de Matemáticas. Los datos forman parte de un estudio más amplio, los cuales se tomaron durante lecciones de clase de décimo grado (estudiantes de 15 a 16 años), mientras la profesora y sus estudiantes discutían tareas sobre trigonometría. Se discuten fragmentos de episodios de clase, donde se describen indicadores de las condiciones que podrían activar la argumentación del profesor. Referencias Boero, P. (2011). Argumentation and proof: Discussing a “successful” classroom discussion. En M. Pytlak, T. Rowland, y E. Swoboda (Eds.), Actas del 7th Congress of the European Society for Research in Mathematics Education (pp. 120-130). Rzeszów, Polonia: ERME. Common Core State Standards Initiative. (2010). Common Core State Standards for Mathematics. Recuperado desde http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf Conner, A., Singletary, L., Smith, R., Wagner, P., y Francisco, R. (2014). Teacher support for collective argumentation: A framework for examining how teachers support students’ engagement in mathematical activities.  Educational Studies in Mathematics, 86(3), 401-429. https://doi.org/10.1007/s10649-014-9532-8 van Eemeren, F., Grassen, B., Krabbe, E., Snoeck Henkemans, F., Verheij, B., y Wagemans, J. (2014). Handbook of Argumentation Theory. Dordrecht, Países Bajos: Springer. van Eemeren, F. y Grootendorst, R. (2011). Una Tteoría Sistemática de la Argumentación. La Perspectiva Pragmadialéctica. Buenos Aires, Argentina: Editorial Biblos. Knipping, C., y Reid, D. (2015). Reconstructing argumentation structures: A perspective on proving processes in secondary mathematics classroom interactions. En A. Bikner-Ahsbahs, C. Knipping, y N. Presmeg (Eds.), Approaches to qualitative research in mathematics education (pp. 75-101). New York: Springer. Krummheuer, G. (2011). Representation of the notion ‘‘learning-as-participation’’ in everyday situations of mathematics classes. ZDM Mathematics Education, 43(1), 81-90. https://doi.org/10.1007/s11858-010-0294-1 Metaxas, N. (2015). Mathematical argumentation of students participating in a mathematics–information technology project. International Research in Education, 3(1), 82-92. https://doi.org/10.5296/ire.v3i1.6767 Metaxas, N., Potari, D., y Zachariades, T. (2016). Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes. Educational Studies in Mathematics, 93(3), 383-397. https://doi.org/10.1007/s10649-016-9701-z Pino-Fan, L., Assis, A., y Castro, W. (2015). Towards a methodology for the characterization of teachers' didactic-mathematical knowledge. EURASIA Journal of Mathematics, Science & Technology Education, 11(6), 1429-1456. https://doi.org/10.12973/eurasia.2015.1403a Prusak, N., Hershkowitz, R., y Schwarz, B. (2012). From visual reasoning to logical necessity through argumentative design. Educational Studies in Mathematics, 79(1), 19-40. https://doi.org/10.1007/s10649-011-9335-0 Santibáñez, C. (2015). Función, funcionalismo y funcionalización en la teoría pragma-dialéctica de la argumentación. Universum, 30(1), 233-252. https://dx.doi.org/10.4067/S0718-23762015000100014 Schoen, R. C., LaVenia, M., y Ozsoy, G. (2019). Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education, 6(1), 1-29. https://doi.org/10.1080/2331186X.2019.1599488 Selling, S., Garcia, N., y Ball, D. (2016). What does it take to Develop Assessments of Mathematical Knowledge for Teaching?: Unpacking the Mathematical Work of Teaching. The Mathematics Enthusiast, 13(1), 35-51.  Sfard, A. (2008). Thinking as communicating. Human development, the growth of discourses, and mathematizing. Cambridge, Reino Unido: Cambridge University Press. Solar, H. (2018). Implicaciones de la argumentación en el aula de matemáticas. Revista Colombiana de Educación, 74, 155-176. https://doi.org/10.17227/rce.num74-6902 Solar, H., y Deulofeu, J. (2016). Condiciones para promover el desarrollo de la competencia de argumentación en el aula de matemáticas. Bolema, 30(56), 1092-1112. http://dx.doi.org//10.1590/1980-4415v30n56a13 Staples, M., y Newton, J. (2016). Teachers' Contextualization of Argumentation in the Mathematics Classroom. Theory into Practice, 55(4), 294-301. https://doi.org/10.1080/00405841.2016.1208070 Stylianides, A., Bieda, K., y Morselli, F. (2016). Proof and Argumentation in Mathematics Education Research. En Á. Gutiérrez, G. Leder, y P. Boero (Eds.), The Second Handbook of Research on the Psychology of Mathematics Education (pp. 315-351). Rotterdam, Países Bajos: Sense Publishers. Toro, J. y Castro, W. (2019a). Features of mathematics’ teacher argumentation in classroom. En U. T. Jankvist, M. van den Heuvel-Panhuizen, y M. Veldhuis (Eds.), Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (pp. 336-337). Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.    Toro, J., y Castro, W. (2019b). Purposes of mathematics teacher argumentation during the discussion of tasks in the classroom. En M. Graven, H. Venkat, A. Essien, y P. Valero (Eds.), Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 458-477). Pretoria, Sudáfrica: PME. Toulmin, S. (2007). Los usos de la argumentación. Barcelona, España: Ediciones Península.

Common Core Standards for Mathematical Practice and TPACK

2013 ◽  
pp. 234-249
Author(s):  
Jayme Linton ◽  
David Stegall
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Classroom ◽  
Mathematical Practice ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
The Common

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers’ TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.

Common Core Standards for Mathematical Practice and TPACK

2015 ◽  
pp. 92-107
Author(s):  
Jayme Linton ◽  
David Stegall
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Classroom ◽  
Mathematical Practice ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
The Common

This chapter seeks to answer the guiding question: How does the TPACK (Technological Pedagogical Content Knowledge) framework influence how technology can support the implementation of the Common Core Standards for Mathematical Practice? The authors provide an overview of the Standards for Mathematical Practice and an application of the TPACK framework to the Common Core State Standards for Mathematics. Classroom scenarios describe how teachers can use the TPACK framework to integrate technology into the Standards for Mathematical Practice from kindergarten to eighth grade. The authors conclude with implications for professional developers, teacher educators, and administrators as they work to develop teachers' TPACK and prepare teachers for implementing the Common Core State Standards for Mathematics.

Book, Product, and Software Reviews

2017 ◽  
Vol 22 (7) ◽  
pp. 445-447
Keyword(s):  
United States ◽  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
The United States ◽  
State Standards ◽  
Mathematical Education ◽  
Core State ◽  
Teachers And Students ◽  
The Common

This book was originally written for the Thirteenth International Congress on Mathematical Education (ICME–13), which was held in July 2016, in Hamburg, Germany. The book contains valuable information for anyone wanting to gain knowledge about mathematics education in the United States, past and present. Readers can find historical information on the organization and policies of education, ranging from kindergarten through college. Data on student achievement (in the United States and internationally) and information about mathematics curricula are also included. Readers will also find discussion about teacher preparation with regard to mathematics education, the Common Core State Standards for Mathematics (CCSSM), and the types of programs and resources available for mathematics teachers and students.

Research Commentary: Unpacking the Links Between Equitable Teaching Practices and Standards for Mathematical Practice: Equity for Whom and Under What Conditions?

2019 ◽  
Vol 50 (4) ◽  
pp. 349-361 ◽  
Author(s):  
Filiberto Barajas-López ◽  
Gregory V. Larnell
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
Teaching Practices ◽  
Mathematical Practice ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Equitable Teaching Practices

In their commentary, “Toward a Framework for Research Linking Equitable Teaching with the Standards for Mathematical Practice,” Bartell et al. (2017) provide a stepping-stone into the challenge of clarifying the interface between equity and standards setting in mathematics education by devising a framework that relates the Common Core State Standards for Mathematics to an explicit articulation of equitable teaching practices. In this commentary, we respond to this proposed framework and aim to clarify some key elements. Furthermore, we draw on our own positionings and scholarly interests to critique and bolster the framework by focusing on the tensions related to co-opting the Common Core for equity-oriented purposes, the framework's relationship to neoliberalism, and the role of racialized rhetoric and nondominant family and community knowledge.

Principles to Actions: Mathematics Programs as the Core for Student Learning

2014 ◽  
Vol 107 (9) ◽  
pp. 656-658
Author(s):  
Daniel Brahier ◽  
Steve Leinwand ◽  
DeAnn Huinker
Keyword(s):  
Mathematics Education ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
National Council ◽  
Core State ◽  
Evaluation Standards ◽  
The Core ◽  
The Common ◽  
Systemic Improvement

The National Council of Teachers of Mathematics (NCTM) launched the “standards-based” education movement in North America in 1989 with the release of Curriculum and Evaluation Standards for School Mathematics, an unprecedented action to promote systemic improvement in mathematics education. Now, twenty-five years later, the widespread adoption of the Common Core State Standards for Mathematics (CCSSM) by forty-five states provides an opportunity to reenergize and focus our commitment to significant improvement in mathematics education (CCSSI 2010).

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