Estructuras argumentativas de estudiantes para profesores de matemáticas en un entorno en línea

the goal of this study was to analyze how pre-service mathematics secondary teachers learn to analyze the mathematics teaching as an aspect of teaching expertise. we analyze pre-service mathematics teachers' argumentative structure in online discussion when they are learning to notice relevant aspects of mathematical communication in mathematics teaching. we use toulmin's argumentative scheme and specifically the relationships between claims, supports and how are used the warrants. the analysis identified three characteristics of student mathematics teachers' argumentative structure in an online debate that define learning opportunities to professional noticing of mathematics teaching: refining warrants to support claim, discussing about how a conclusion can be admitted, and doubting of the claim.