A natureza das estruturas globais de argumentação em um contexto de ensino baseado em argumentação coletiva

The aim of this study was to investigate the nature of global argumentation structures in a teaching context based on collective argumentation during a mathematical investigation. To this end, a case study was carried out with students entering a teacher training course in mathematics at a federal educational institution. Data were collected through written records surrounding the group activity as well as through video recording of the collective argumentation. Based on the theoretical methodological framework regarding the subject, the data were analyzed in order to identify the argumentation structure generated and the role of the teacher in its design. As a result, 6 distinct structural compositions were identified, with the “divergent source” structure being an unprecedented contribution to the research literature. The study also revealed that the type of support provided by the teacher during collective argumentation interferes with the anatomy/design of these structures.