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Intelligent Tutoring and the Development of Argumentative Competence

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Abstract

This ethnographical study aims to interpret how an intelligent tutorial system, geogebraTUTOR, mediates to the student’s argumentative processes. Data consisted of four geometrical problems proposed to a group of four students aged 16–17. Qualitative analysis of two selected cases led to the identification of the development of argumentative competences by the students, as well as the level of influence produced to them. As regards the influence of geogebraTUTOR on the students, the study revealed that the interactions of tutor–teacher–student produced a significant number of mathematical learning opportunities of ‘thinking strategically’ type; establishing figural inference conjectures and fostering the transition from empirical to deductive argumentations.

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Abbreviations

DGS:

Dynamic geometry software

MLO:

Mathematical learning opportunities

ITS:

Intelligent tutorial systems

ggbTUTOR:

GeogebraTUTOR

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Acknowledgments

The work reported herein is part of the research project EDU2011-23240, funded by the Spanish Ministry of Education. The authors wish to thank the teachers and students of the Pius Font i Quer secondary school from Manresa for their collaboration and the anonymous reviewers for their useful comments on earlier versions of the manuscript.

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Authors and Affiliations

  1. Departament de Didàctica de la Matemàtica i de les Ciències Experimentals, Universitat Autònoma de Barcelona, Bellaterra, Spain

    Juan J. Paneque, Pedro Cobo & Josep M. Fortuny

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  1. Juan J. Paneque
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  2. Pedro Cobo
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  3. Josep M. Fortuny
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Correspondence to Juan J. Paneque.

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Paneque, J.J., Cobo, P. & Fortuny, J.M. Intelligent Tutoring and the Development of Argumentative Competence. Tech Know Learn 22, 83–104 (2017). https://doi.org/10.1007/s10758-016-9283-y

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