A PROPOSAL FOR PRESERVICE MATHEMATICS TEACHERS: THE CASE OF MATHEMATICAL ARGUMENTATION

Abstract

We present some products of a research process of curricular renovation for preservice and in-service mathematics teachers’ programs at the Universidad Pedagógica Nacional (Colombia), which seeks to promote learning on aspects related to argumentation. We describe and illustrate how we have operationalized our point of view on mathematical argumentation. We focus on a methodological approach that seeks to favor argumentative processes and turn argumentation into an object of study, which aims to support the transformation of their knowledge on argumentation.