Keywords
enseñanza matemática
planes de estudio
educación secundaria
mathematical argumentation
mathematics education
curriculum
secundary education
How to Cite
Abstract
Argumentation, as a mathematical process, was incorporated into the Mathematics Curriculum (PEM) of the Costa Rican Ministry of Public Education in 2012. It is integrated into the 2015 Curriculum Transformation educational policy as a skill. These policies should guide argumentative activities in mathematics classrooms, contributing to the training of 21st-century citizens. This study explores and describes the theoretical and methodological framework that supports argumentation in mathematics classes, grounded in Costa Rican educational policies and its theoretical references. In 2024, a qualitative, descriptive, and explanatory study was conducted based on a documentary review of the Curriculum Transformation, the PEM, and the Organization for Economic Co-operation and Development (OECD) mathematics framework. Data analysis revealed that the Curriculum Transformation establishes dimensions, skills, and indicators related to argumentation, articulated within the Mathematics Curriculum for practical implementation. In the PEM, references to argumentation, argumentation, or arguing are diverse. Specific demands are recognized by mathematical area, as well as others within it. The PEM suggests guidelines on how to implement the argumentation orientations of the Curriculum Transformation, although this link is not explicitly stated. The path of training in mathematical argumentation or proof is unclear despite being proposed as a mathematical action that should take place in classrooms. Potential research directions are suggested to understand argumentation's operationalization in Costa Rican secondary education.
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