Model for evaluating the proof argument in a model-based teaching context
The study starts from the general characterization of the stages that compose the process of mathematical modeling, emphasizes in a special way the stage to which our approach is focused (obtaining and validating models) and then addresses the structure of the argument proposed by Toulmin (2006) as...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2021
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/35196 |
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| Sumario: | The study starts from the general characterization of the stages that compose the process of mathematical modeling, emphasizes in a special way the stage to which our approach is focused (obtaining and validating models) and then addresses the structure of the argument proposed by Toulmin (2006) as well as the theory of types and levels of proof in mathematics by Nicolas Balacheff (1987,1988). This last study, when placed in the context of the use of TAP (Toulmin's Argument Pattern) in a model-based teaching context configures a theoretical and methodological approach that allows analyzing the nature of the justifications and supports employed in said argumentative process as well as classifying the data and evaluating the conclusion. This tool also allows a diagnostic evaluation of the student's level of knowledge regarding the use of proof and demonstration in Physics Teaching. It is, therefore, a tool that allows combining all the elements of TAP with Nicolas Balacheff's (1987, 1988) theory of the types and levels of proof. |
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