Intelligent Tutoring and the Development of Argumentative Competence

Juan J. Paneque; Pedro Cobo; Josep M. Fortuny

doi:10.1007/s10758-016-9283-y

Intelligent Tutoring and the Development of Argumentative Competence

Juan J. Paneque, Pedro Cobo, Josep M. Fortuny

Research output: Contribution to journal › Article › Research › peer-review

1 Citation (Scopus)

Abstract

© 2016, Springer Science+Business Media Dordrecht. This ethnographical study aims to interpret how an intelligent tutorial system, geogebraTUTOR, mediates to the student’s argumentative processes. Data consisted of four geometrical problems proposed to a group of four students aged 16–17. Qualitative analysis of two selected cases led to the identification of the development of argumentative competences by the students, as well as the level of influence produced to them. As regards the influence of geogebraTUTOR on the students, the study revealed that the interactions of tutor–teacher–student produced a significant number of mathematical learning opportunities of ‘thinking strategically’ type; establishing figural inference conjectures and fostering the transition from empirical to deductive argumentations.

Original language	English
Pages (from-to)	83-104
Journal	Technology, Knowledge and Learning
Volume	22
Issue number	1
DOIs	https://doi.org/10.1007/s10758-016-9283-y
Publication status	Published - 1 Apr 2017

Keywords

Argumentative competence
GeogebraTUTOR
Geometry problem solving
Intelligent tutorial systems
Mathematical learning opportunities

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10.1007/s10758-016-9283-y

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AB - © 2016, Springer Science+Business Media Dordrecht. This ethnographical study aims to interpret how an intelligent tutorial system, geogebraTUTOR, mediates to the student’s argumentative processes. Data consisted of four geometrical problems proposed to a group of four students aged 16–17. Qualitative analysis of two selected cases led to the identification of the development of argumentative competences by the students, as well as the level of influence produced to them. As regards the influence of geogebraTUTOR on the students, the study revealed that the interactions of tutor–teacher–student produced a significant number of mathematical learning opportunities of ‘thinking strategically’ type; establishing figural inference conjectures and fostering the transition from empirical to deductive argumentations.

KW - Argumentative competence

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KW - Geometry problem solving

KW - Intelligent tutorial systems

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