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RESEARCH PAPER
Argumentative orchestration in the mathematical modelling cycle in the classroom
1
Faculty of Education, Pontificia Universidad Católica de Chile, Santiago, CHILE
2
Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción, CHILE
3
Department of Didactics of Mathematics and Science, Universitat Autònoma de Barcelona, Barcelona, SPAIN
Publication date: 2022-07-25
EURASIA J. Math., Sci Tech. Ed 2022;18(8):em2141
KEYWORDS
mathematical modelling cyclemodelling processcollective argumentationargumentative orchestrationcase study
ABSTRACT
Given the importance of modelling in mathematics classrooms, and despite the extensive body of
research on teacher support for promoting the mathematical modelling cycle in the classroom,
authors have overlooked how teacher support for argumentation can contribute to this cycle. This
study is aimed at characterizing teacher support for argumentation in the mathematical modelling
cycle in the classroom. We analyzed 10 class episodes taken from the cases of two teachers,
Soledad and Ángeles. The episodes were analyzed considering teacher support for argumentative
orchestration (communicative strategies and pattern recognition). In the two cases studied, we
found that argumentative orchestration exhibited different types of overall presence and
recurrence throughout the stages of the mathematical modelling cycle, with communicative
strategies being more present across the board and more recurrent in the mathematical modelling
cycle than pattern recognition strategies.
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