In argumentation studies, almost all theoretical proposals are applied, in general, to the analysis and evaluation of argumentative products, but little attention has been paid to the creative process of arguing. Mathematics can be used as a clear example to illustrate some significant theoretical differences between mathematical practice and the products of it, to differentiate the distinct components of the arguments, and to emphasize the need to address the different types of argumentative discourse and argumentative situation in the practice. I (...) consider some issues of recent papers associated with mathematical argumentation in an attempt to contribute to the discussion about the role of arguing in mathematical practice and in the evaluation of the products of this practice. I apply this discussion to learning environments to defend the thesis that argumentative practice should be encouraged when teaching technical subjects to convey a better understanding and to improve thought and creativity. (shrink)

In academic contexts the appeal to authority is a quite common but seldom tested argument, either because we accept the authority without questioning it, or because we look for alternative experts or reasons to support a different point of view. But, by putting ourselves side by side an already accepted authority, we often rhetorically manoeuvre to displace the burden of the proof to avoid the fear to present our opinions and to allow face saving.

Taking into account that no subordering of a scattered partial ordering is dense, we are going to define one idea of rank of a partial ordering which will make possible an equivalent but more operative definition of a scattered partial ordering. Using this notion of rank and the Scott’s sentence associated with the ordering, we are going to characterise in the infinitary language Lw1.w each element of a subclass of the partial orderings, this of the strongly scattered countable partial orderings.

I consider some uses of citations in academic writing and analyze them as instances of the “appeal to expert opinion” argumentative scheme to show that the critical questions commonly linked to this scheme are difficult to apply. I argue that, by considering citations as special communicative and argumentative situated acts, their use in real practice can be explained more adequately. Adaptation to the audience and to the social constraints is common and necessary in order to collaborate with others and to (...) advance in a discipline, but also to attain rhetorical goals that differ from strictly cognitive ones. (shrink)