Mathematical argumentation through a methodological and audiovisual approach in an ubiquitous learning context

Abstract

This study aims to; i) analyze how the students develop in the solving algebraic tasks process towards the mathematical argumentation and ii) know the impact of the methodological and audiovisual approach in a, ubiquitous learning context through WhatsApp. The focus was qualitative descriptive and based on the case study with focus groups with sixth grade students of Primary Education. For the information processing, the discursive record generated in the interactions was reviewed and structured, through the information triangulation (recordings, participant observation and a focused interview). From the analysis of the mathematical discourse, episodes with the presence of argumentative elements were schematized, highlighting the conclusions and warrants in the collective practice, as well as the opportunities for understanding and visualization that the videos allowed, to explain their possible solutions, and make self-corrections.