RT info:eu-repo/semantics/article
T1 Creencias de profesores y estudiantes sobre el desarrollo y la evaluación de la competencia argumentativa
A1 Spagnolo, Camilla
A2 Ediciones Universidad de Valladolid
AB When we deal with argumentative competence in class there are many points of view: teacher’s and student’s point of view and the external point of view of knowledge (in a theoretical sense). The research shows a qualitative experimental study that allows a comparison between different perspectives in order to measure argumentative competence. The study involved 5 classes and 9 teachers. First, the idea of argumentative competence was discussed from a theoretical and institutional point of view in the Italian school system. Then questionnaires were administered to teachers and deep interviews were conducted with students. Finally, teachers participated in focus groups, and this allowed reflections and encouraged discussion. The process implemented allowed an in-depth key on the concept of argumentative competence. Also, the analysis of the results of the questionnaire and interviews shows how classroom practices are related to teacher and students’ attitudes and beliefs in mathematics.
SN 2254-8351
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/73376
UL https://uvadoc.uva.es/handle/10324/73376
LA eng
NO Edma 0-6: Educación Matemática en la Infancia; Vol. 13 Núm. 2 (2024): Monográfico: De MAVI a EdMa06: una mirada “afectiva” a la educación matemática en edades tempranas pags. 60-72
DS UVaDOC
RD 22-ene-2025