THE TEACHER IN THE MATHEMATICAL-ARGUMENTATION PROCESSES WITHIN ELEMENTARY SCHOOL CLASRROOMS

In mathematical education, theoretical and empirical studies have been undertaken on proofs, based on evidence from controlled scenarios. Those studies are used as a point of departure for this article in order to analyze the different practices of mathematical justification that teachers spontaneously bring into play in their ordinary classes. The article is furthermore supplemented by a characterization of other forms of argumentation that teachers naturally resort to in the classroom setting, based on techniques that coincide with those used in oral and written rhetoric. In addition to the how, we are interested in distinguishing the topics with reference to which teachers attempt to convince their students. This article is part of a broader research study that focuses on teacher beliefs and classroom practices.