Argumentação prática de professores sobre as dificuldades dos alunos em noções de volume e unidades de medida em um contexto de Estudo de Aula

The aim of this study is to identify the practical arguments of a group of teachers participating in a Lesson Study cycle as they reflect on students’ difficulties related to volume capacity and the comparison of measurement units, and to relate these arguments to the Didactic Suitability Criteria. Methodologically, to identify the participants’ practical arguments, one recorded session from the cycle was analyzed using Toulmin’s model, followed by an analysis based on the Didactic Suitability Criteria. The analysis reveals eight difficulties and seven practical arguments, each of which is linked to a specific type of student difficulty. Among the criteria, the epistemic one is the most closely related to these practical arguments. The study concludes that fostering practical argumentation in teachers’ reflections during Lesson Study cycles is essential.