Caracterización de la argumentación por estudiantes de bachillerato en la resolución de problemas matemáticos

Abstract

This study characterizes the mathematical argumentation employed by second and third-year high school students during problem-solving. Through a mixed-methods approach, with an emphasis on qualitative analysis, classroom observations of the four core teachers involved in this research were analyzed, along with teacher interviews one conducted with a focus group of 15 teachers and the same interview conducted at different times with the four core teachers and assessments involving intra and extra-mathematical problems administered to a sample of 142 students. The results show that students most frequently rely on argumentation based on algorithms, memorization, and intuition, while contextualized or interdisciplinary arguments are uncommon. Furthermore, a discrepancy was identified between teachers’ conceptions of argumentation and their classroom practices, which affects the quality of students' reasoning. The study concludes that the development of mathematical argumentation is influenced by factors such as teaching practices, curriculum, assessment type, and student motivation. Promoting a classroom environment that values justification, debate, and critical thinking is essential to strengthening this competency.