El papel de la visualización y la argumentación en el conocimiento de futuros maestros de educación primaria

  1. Giménez, J. 1
  2. Vargas-Herrera, J. 1
  3. Vanegas, Y. 2
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universitat de Lleida
    info

    Universitat de Lleida

    Lleida, España

    ROR https://ror.org/050c3cw24

Book:
Investigación en Educación Matemática XXV
  1. Teresa F. Blanco (coord.)
  2. Cristina Núñez-García (coord.)
  3. María C. Cañadas (coord.)
  4. José Antonio González-Calero (coord.)

Publisher: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-09-45038-1

Year of publication: 2022

Pages: 325-333

Congress: Sociedad Española de Investigación en Educación Matemática. Simposio (25. 2022. Santiago de Compostela)

Type: Conference paper

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Abstract

Argumentation and visualisation are relevant processes in mathematical activity. The aim of this paper is to describe the mathematical knowledge of a group of prospective primary school teachers when they engage in argumentation situations through visual processes. A professional task is designed and implemented with 138 prospective teachers. The notion of epistemic configuration of the onto-semiotic approach and the types of validation are used as tools of analysis. It is found that future teachers recognise the potential of the visualisation process, but most of them are at a low level of generality, where mathematical practices and mechanical procedures prevail, not being able to establish adequate validation criteria.

Data source: Dialnet