Development of mathematical arguments in university students

Abstract

Starting from the study of the detected difficulties in the students, in the use of the mathematical concepts in the solution of problems, we are presenting the results of the investigation that lead to the development of mathematical arguments in them, interacting with a didactic sequence that integrates three theoretical focuses  in a cooperative learning, where prevails the scientific debate and the self-thinking and that allows to describe the construction, content and structures of their arguments in spontaneous representations of the verbal and visual type, and that favors the transition to the algebraic, graph and numeric representations during their solution.