, Volume 29, Issue 3, pp 305–324 | Cite as

Proofs, Mathematical Practice and Argumentation

  • Begoña Carrascal


In argumentation studies, almost all theoretical proposals are applied, in general, to the analysis and evaluation of argumentative products, but little attention has been paid to the creative process of arguing. Mathematics can be used as a clear example to illustrate some significant theoretical differences between mathematical practice and the products of it, to differentiate the distinct components of the arguments, and to emphasize the need to address the different types of argumentative discourse and argumentative situation in the practice. I consider some issues of recent papers associated with mathematical argumentation in an attempt to contribute to the discussion about the role of arguing in mathematical practice and in the evaluation of the products of this practice. I apply this discussion to learning environments to defend the thesis that argumentative practice should be encouraged when teaching technical subjects to convey a better understanding and to improve thought and creativity.


Argument Argumentation Mathematical practice Learning Proof 



This work was partially supported by the FFI 2010-20118 Research Project of the Spanish Ministry of Economy and Competitiveness.


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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Logic and Philosophy of ScienceUniversity of the Basque Country UPV/EHUDonostia-San SebastiánSpain

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