Caracterización de los argumentos dados por profesores en formación a una tarea sobre derivada
Fecha
2019
Tipo
comunicación de congreso
Autores
Vargas González, María Fernanda
Fernández Plaza, José Antonio
Ruiz Hidalgo, Juan Francisco
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Resumen
Como parte de una investigación más amplia en la que estudiamos el significado que dan los profesores al concepto de derivada, en este trabajo analizamos los argumentos dados por un grupo de profesores en formación de matemáticas al justificar la veracidad de enunciados referidos al concepto de derivabilidad de una función en un punto. Para ello, empleando el modelo de Toulmin (1958), nos centramos en la garantía o justificación dada y en si se presenta o no un respaldo a la misma. Los resultados revelan que para argumentar los profesores en formación recurren principalmente a resultados, propiedades o reglas ya conocidas; las cuales son utilizadas sin necesidad de respaldo. Además, se identifican algunos errores en los argumentos analizados.
As part of a research in which we study the meaning that teachers give to the concept of the derivative, in this paper, we analyse the arguments given by a group of prospective secondary mathematics teachers to justify the veracity of statements referring to the concept of derivability of a function at a point. To do this, by using the model of Toulmin (1958), we focus either on the warranty or the justification given and whether there is a backing for it. The results show that in order to argue, the teachers in training resort mainly to already known results, properties or rules; which are used without backing. In addition, some errors are displayed in the analysed arguments.
As part of a research in which we study the meaning that teachers give to the concept of the derivative, in this paper, we analyse the arguments given by a group of prospective secondary mathematics teachers to justify the veracity of statements referring to the concept of derivability of a function at a point. To do this, by using the model of Toulmin (1958), we focus either on the warranty or the justification given and whether there is a backing for it. The results show that in order to argue, the teachers in training resort mainly to already known results, properties or rules; which are used without backing. In addition, some errors are displayed in the analysed arguments.
Descripción
Palabras clave
ARGUMENTACIÓN, MODELO, DERIVADA, PROFESORES EN FORMACIÓN