Abstract
I will analyse the individual and collective activities of fourth grade students while trying to explain a schoolfellow's mistake in the use of a geometrical schema (shared by the class) of the sunshadows phenomenon. The study aims at detecting productive links between context-related argumentation, mathematical modelling (here concerning sunshadows) and conceptualization (inclination of a straight line to a plane), as well as discussing their relevance for mathematics education.
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Douek, N. Argumentation and Conceptualization in Context: a Case Study on Sunshadows in Primary School. Educational Studies in Mathematics 39, 89–110 (1999). https://doi.org/10.1023/A:1003800814251
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DOI: https://doi.org/10.1023/A:1003800814251