Argumentation in teaching mathematics: the state of knowledge of international scientific production from 2011 to 2020
DOI:
https://doi.org/10.23925/2358-4122.2024v11iii66424Keywords:
Argumentation, Mathematics, Teaching Mathematics, State of KnowledgeAbstract
This article discusses international academic production related to the topic “argumentation in mathematics teaching”. To this end, a bibliographical research of the “State of Knowledge” type was carried out based on the proposed theme. Academic works available in the Web of Science Database were investigated from 2011 to 2020. The study aimed to present a general overview of the state of knowledge regarding the topic “argumentation in mathematics teaching”, thus highlighting the main thematic focuses of research as well as the possibilities of investigation resulting from what constitutes a research trend on the subject. The analysis corpus was composed of 32 works involving high-impact scientific articles available on the Web of Science platform. As a result of this study, it was possible to build an overview of academic production, at an international level, through a reality constituted by the set of analyzed works involving the topic. The results are presented: the description of international scientific production as well as the main thematic research focuses and the trends and possibilities of investigation as a result of the exploration of the subject.
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References
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