| Marta Saccoletto , Francesca Martignone , Cristina Sabena - Vol. 46 Num. 2 (2026) | ||
| Knowledge and argumentation in collective discussions | 15-21 | |
| ABSTRACT: Endorsing the idea that knowledge develops through interaction, this paper explores how students' development of mathematical knowledge intertwines with argumentative processes in classroom discussion. Focusing on a teaching experiment building on a version of the classical Problem of Points, we analyse collective exchanges in which students compare and make sense of different solutions by drawing on Mercier and Sperber's interactive perspective on argumentation and on a praxeological analysis from the Anthropological Theory of the Didactic. The coordination of these interpretative lenses allows us to examine how students engage with and respond to one another, and how these interactions shape knowledge development in the classroom. Our analysis suggests a reciprocal relationship between argumentation and knowledge construction, highlighting the role of students' participation in shaping the evolution of the argumentative process. | ||