
06434176
a
2015c.00911
Goizueta, Manuel
Mariotti, Maria Alessandra
Planas, N\'uria
Validating in the mathematics classroom.
Oesterle, Susan (ed.) et al., Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education ``Mathematics education at the edge", PME 38 held jointly with the 36th conference of PMENA, Vancouver, Canada, July 1520, 2014, Vol. 3. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 9780864913609/set; 9780864913630/v.3). 169176 (2014).
2014
[s. l.]: International Group for the Psychology of Mathematics Education
EN
M10
D50
D30
modeling
problem solving
validation
Summary: The focus of this report is on the process of resolution of a task; specifically, on the validation of the mathematical model proposed by a group of students and the numerical result that is constructed within this model. Habermas' construct of rational behavior is used to describe validity conditions that emerge and are used by the students as means for validation. We take a classroom episode from a design experiment to examine how the emergence of these conditions points to a socially constituted mathematical epistemology in the secondary school mathematics classroom, to shared and tacit principles of the didactic contract concerning the knowledge there, and to nonmathematical references that are taken for granted.