@misc{10481/16011,
year = {2011},
month = {9},
url = {http://hdl.handle.net/10481/16011},
abstract = {When arguments are refuted in mathematics classrooms, the ways in which they are refuted can reveal something about the logic of practice evolving in the classroom, as well as about the epistemology that guides the teachers’ teaching. We provide four examples that illustrate refutations related to the logic of practice, in which sufficiency and relevance are grounds for refutation, as opposed to falsehood.},
abstract = {Cuando se refutan argumentos en el aula, las maneras en que se refutan pueden revelar algo acerca del desarrollo de la lógica de la práctica en el aula, así como de la epistemología que guía la enseñanza. Presentamos cuatro ejemplos que ilustran refutaciones relacionadas con la lógica de la práctica, en los que la suficiencia y pertinencia, y no la falsedad, son los motivos de refutación.},
publisher = {Grupo de Investigación Didáctica de la Matemática: Pensamiento Numérico, (FQM-193)},
keywords = {Epistemology},
keywords = {Logic of practice},
keywords = {Proofs},
keywords = {Refutation},
keywords = {Relevance},
keywords = {Sufficiency},
keywords = {Teaching},
keywords = {Enseñanza},
keywords = {Epistemología},
keywords = {Lógica de la práctica},
keywords = {Pertinencia},
keywords = {Pruebas},
keywords = {Refutación},
keywords = {Suficiencia},
title = {Refutations and the logic of practice},
author = {Reid, David and Knipping, Christine and Crosby, Matthew},
}