{"id":1671,"date":"2016-11-29T01:41:18","date_gmt":"2016-11-29T01:41:18","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/?p=1671"},"modified":"2016-11-29T02:08:38","modified_gmt":"2016-11-29T02:08:38","slug":"vol28-3-7en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-7en\/","title":{"rendered":"Substantial Argumentation. An Experience with High School Level Students in Math Classes"},"content":{"rendered":"<p><strong>Authors:<\/strong> Alma Alicia Ben\u00edtez P\u00e9rez, H\u00e9ctor Ben\u00edtez P\u00e9rez,\u00a0 Martha Leticia Garc\u00eda Rodr\u00edguez<\/p>\n<p><strong>Abstract:<\/strong> This paper presents an analysis on the substantial argumentation on<br \/>\napplication problems evoked from a cognitive approach from Algebra and Differential<br \/>\nCalculus produced by high school students. The cognitive approach is<br \/>\nfollowed in this paper, based of the functional and structural analysis of reasoning<br \/>\nallowing the discursive mechanisms through which reasoning can change the<br \/>\ncertainty and validity of the propositions. As a result, it is identified the characteristic<br \/>\nelements of substantial argument in evoked contextualized problems and<br \/>\norganizational presence of connective elements towards the statement-object,<br \/>\nwere identified. A particular model based upon Ethnography of the qualitative<br \/>\nresearch was used for analyzing class records and transcripts. It\u00b4s important that<br \/>\nen this paper only one contextualized problem is analyzed.<\/p>\n<p><strong>Keywords:<\/strong> Substantial argument, functional analysis, structural analysis, representations,<br \/>\ncontextualized problems evoked.<\/p>\n<p><a href=\"http:\/\/www.revista-educacion-matematica.org.mx\/descargas\/Vol28\/3\/7.pdf\"><img loading=\"lazy\" class=\"alignleft size-full wp-image-279\" src=\"http:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"download\" width=\"200\" height=\"71\" srcset=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png 200w, https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-content\/uploads\/2016\/05\/download-150x53.png 150w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n<p><span style=\"border-radius: 2px; text-indent: 20px; width: auto; padding: 0px 4px 0px 0px; text-align: center; font: bold 11px\/20px 'Helvetica Neue',Helvetica,sans-serif; color: #ffffff; background: #bd081c  no-repeat scroll 3px 50% \/ 14px 14px; position: absolute; opacity: 1; z-index: 8675309; display: none; cursor: pointer;\">Guardar<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Authors: Alma Alicia Ben\u00edtez P\u00e9rez, H\u00e9ctor Ben\u00edtez P\u00e9rez,\u00a0 Martha Leticia Garc\u00eda Rodr\u00edguez Abstract: This paper presents an analysis on the substantial argumentation on application problems evoked from a cognitive approach from Algebra and Differential Calculus produced by high school students. The cognitive approach is followed in this paper, based of\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/11\/29\/vol28-3-7en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1671"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=1671"}],"version-history":[{"count":3,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1671\/revisions"}],"predecessor-version":[{"id":1683,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/1671\/revisions\/1683"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=1671"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=1671"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=1671"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}