Un aporte a la caracterización del comportamiento argumental y racional cuando se aprende a demostrar

Abstract

In this article, we report some of the results obtained in a case study in which we analyze a group of high school (14-16 years old) students’ interaction when they solve a geometric problem within an environment that favored pro- ving activity. Particularly, the behavior of the students is described and interpreted using the integration of the Toulmin and Habermas models, proposed by Boero, Douek, Morselli y Pedemonte (2010). With the first model, we analyze the for- mulation of arguments (argumentative behavior); with the second one, we study the three aspects that characterize rational behavior (epistemic, teleological, and communicative). This study permits establishing that the students, after having participated in a course where inquiry and justification are favored, have an argumentative and rational behavior that is in accordance with that of a person with greater mathematical maturity, as they justify the conjecture they formulated as solution to a problem.