In this paper we interpret the argumentation in graph interpretation as a mathematical competence. This competence has been characterized by mathematical tasks associated with the interpretation of these graphs and by certain processes. Those processes are repeated and long-term developed in the mathematical curriculum while tasks change and its development is short term. The relationship between tasks and processes allow us to identify students' progress in the argumentation competence, determining the level of complexity of the mathematical activity they realize.
|Journal||Ensenanza de las Ciencias|
|Publication status||Published - 1 Jan 2012|
- Graph interpretation
- Level of complexity
- Mathematical argumentation
- Mathematical competence model
- Mathematical process