Abstract

The purpose is to characterize how argumentative management in the mathematics classroom contributes to the promotion of articulated argumentation and modelling in elementary school students. The research used a qualitative approach, developing a multiple case study with the participation of two teachers from the Bioblo region, who had professional development in argumentation, and whose class sequences were observed and recorded, coded and analyzed using ATLAS.ti. The results show that argumentative management contributes to the teaching of modelling mainly in the stages Work with Mathematics and Validate, where three specialized communicative strategies of argumentation predominate: opportunities for participation, dealing with errors and deliberate questions.