The article describes and interprets how students’ development of mathematical knowledge may be closely intertwined with the unfolding of the argumentative process, which is nurtured through social interaction among peers. Data come from a teaching experiment with a twofold purpose: supporting the development of students’ knowledge of probability and facilitating the cultivation of collective argumentative processes grounded in a communitarian ethics.
Knowledge and argumentation in collective discussions
Saccoletto, M
;Martignone, F;Sabena, C
2026-01-01
Abstract
The article describes and interprets how students’ development of mathematical knowledge may be closely intertwined with the unfolding of the argumentative process, which is nurtured through social interaction among peers. Data come from a teaching experiment with a twofold purpose: supporting the development of students’ knowledge of probability and facilitating the cultivation of collective argumentative processes grounded in a communitarian ethics.
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