Procesos de argumentación y demostración en un grupo de alumnos de ingeniería.
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Abstract
This study aimed at determining the evolution of students in the process of deductive
argumentation, by using Geometry, and comparing it with demonstration processes. The methodology consisted of applying two inference rules: affirmation of the antecedent and negation of the consequent in the argumentation of answers to short-answer problems, as an alternative to deductive argumentation. The strategy was applied to 37 students of first semester of Engineering in the first academic semester of 2006. The process was applied in a period of 10 weeks, 3 hours per week. The first and second partial exams were chosen as evaluation instrument, and the comparison of proportions or percentages as model of statistical decision. Findings show that there was an improvement in the argumentation in the second partial exam compared to the first one, with a significance level of á = 0.07; in the second partial exam, students have more problem in applying the rule of negation of the consequent than the affirmation of the antecedent with a significance level of. It also was found that in the second partial exam students have more problem for demonstrating than for arguing with a significance level of á = 0.0.
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References
CALDERÓN, D.I. y LEÓN, O.L. (1996) La argumentación en matemáticas en el aula: una oportunidad para la diversidad. Bogotá: Universidad Externado de Colombia.
CORREA, J.I.; DIMATÉ, C. y MARTÍNEZ, N. (1999) Saber y saberlo demostrar: Hacia una didáctica de la argumentación. Bogotá: Universidad Externado de Colombia.