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RESEARCH PAPER
Argumentation of Prospective Mathematics Teachers in Fraction Tasks Mediated by an Online Assessment System With Automatic Feedback
1
Centro de Estudios Avanzados, Universidad de Playa Ancha, CHILE
2
Instituto de Matemáticas, Universidad de Valparaíso, CHILE
Publication date: 2021-12-17
EURASIA J. Math., Sci Tech. Ed 2021;17(12):em2055
KEYWORDS
mathematics educationdigital technologyproof and discoursetask designonlineteaching/learning strategies
ABSTRACT
This article reports the argumentation work of a group of trainee mathematics teachers in an
experiment carried out in a virtual class (due to the emergence of COVID-19) during 2020. They
worked with a task on fractions in an online assessment system with questions with random
parameters and infinite possible correct answers. This was followed by a discussion of the
strategies and the justifications, arguments and validations of these strategies and other
conjectures that emerged. This article analyzes this work from a qualitative approach using the
Mathematical Working Space as a theoretical framework. The results show that the discussion
work led the trainee teachers to find interpretations for the algorithms processed by the computer,
enhancing epistemic discourse and argumentation in the context of the use of technological
artifacts. In turn, the same discourses allowed the future teachers to instrumentalize the processes
to be used in new tasks.
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