TOULMIN'S MODEL OF ARGUMENT AND MATHEMATICS EDUCATION: A CRITICAL VIEW.

This article critically examines Toulmin's model of argument in the context of mathematics education. The author argues that Toulmin's model is not appropriate for discussing arguments in mathematics and highlights two main areas of criticism: Toulmin's understanding of mathematical arguments and his view of language. The author suggests that Toulmin's views do not align with mathematical practice and are not suitable for argumentation in mathematics education. The article explores different perspectives on arguments and language, emphasizing the importance of understanding, convincing, and explaining in relation to arguments. The author concludes by proposing that a more suitable framework should focus on meanings, allow for multiple interpretations of language, and consider the complexity of argumentation processes. [Extracted from the article]