Relaciones entre la argumentación y la modelación en el aula de matemáticas
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Abstract
Para desarrollar una visión competencial del aprendizaje, varias investigaciones han puesto el acento en las competencias de modelación y argumentación. Si bien existe una nutrida literatura en ambas competencias matemáticas, es muy escasa en la literatura el abordaje conjunto de la argumentación y modelación. Este estudio tiene como propósito caracterizar las relaciones entre la argumentación y la modelación en el aula de matemáticas. A partir de una experiencia de desarrollo profesional docente, se presentan el análisis de dos casos de profesoras quienes diseñaron una actividad de modelación y argumentación. Los resultados de este estudio indican que se plantean tres relaciones importantes entre la argumentación y la modelación: 1) Las tareas matemáticas diseñadas favorecieron el desarrollo de la modelación y argumentación en los estudiantes; 2) los modelos actúan de manera implícita como respaldo de las garantías y refutaciones dados por los estudiantes; 3) la argumentación en el aula favorece que los estudiantes transiten por las distintas fases del ciclo de modelación.
Several studies have emphasized mathematical modeling and argumentation as part of the development of a competency view of learning. Although there is abundant literature on both mathematical competences, joint approaches to argumentation and modeling are scarce in the literature. The purpose of this study is to characterize the relationships between argumentation and modeling in the mathematics classroom. We analyzed cases of two teachers who took part in a professional development experience and designed and implemented modeling tasks. The results of the study indicate that three important relationships between argumentation and modeling to be proposed: 1) The mathematical tasks designed favored the development of modeling and argumentation in students; 2) Mathematical models are implicitly used as backing for warrants and refutations in students’ arguments; 3) the argumentation in the classroom favors that the students go through the different phases of the modeling cycle.
Several studies have emphasized mathematical modeling and argumentation as part of the development of a competency view of learning. Although there is abundant literature on both mathematical competences, joint approaches to argumentation and modeling are scarce in the literature. The purpose of this study is to characterize the relationships between argumentation and modeling in the mathematics classroom. We analyzed cases of two teachers who took part in a professional development experience and designed and implemented modeling tasks. The results of the study indicate that three important relationships between argumentation and modeling to be proposed: 1) The mathematical tasks designed favored the development of modeling and argumentation in students; 2) Mathematical models are implicitly used as backing for warrants and refutations in students’ arguments; 3) the argumentation in the classroom favors that the students go through the different phases of the modeling cycle.
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Competencias Matemáticas, Modelación, Argumentación, Mathematical literacy, Estudio de casos, Mathematical competences, Modeling, Argumentation, Case studies