Resumo

RAMIREZ OVIEDO, Luis Fernando. Argumentative Practices in Costa Rican mathematics education. Innovaciones Educativas [online]. 2024, vol.26, n.41, pp.231-241. ISSN 2215-4132.  http://dx.doi.org/10.22458/ie.v26i41.5018.

This paper aims to present the elements to be considered for the argumentative practices of high school mathematics teachers in Costa Rica in 2023. The paper explains and demonstrates the different notions of argumentation and their differences. Costa Rica, like many OECD countries, faces the challenge of educating competent citizens in different areas of knowledge, including mathematics, who in turn must develop the ability to argue. However, the results obtained by the country in the most recent assessment of the PISA tests (2018) were not good. The article reviews a pilot experience conducted with practicing teachers, graduates of different universities and working in different institutions, on their beliefs about argumentation. Finally, the article reviews the reasons why the country’s public universities should promote the use of argumentation from the beginning of teacher training. The main conclusion highlights the need to train professionals who are able to argue through experiences and models that develop a pedagogical mediation of argumentation in their teaching work.

Palavras-chave : Argumentation; Mathematical Literacy; Secondary Education; Teacher Education; Mathematics Education.

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