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Orientador(es)
Resumo(s)
How does the construction of proof relate to the social practice developed in the mathematics classroom? This report addresses the role of diagrams in order to focus the complementarity of participation and reification in the process of constructing a proof and negotiating its meaning. The discussion is based on the analysis of the mathematical practice developed by a group of four 9th grade students and is inspired by the social theory of learning
Descrição
Palavras-chave
Contexto Educativo
Citação
Matos, J., & Rodrigues, M. (2011). Proof in classroom social practice (Research Report). In B. Ubuz (Ed.), Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 177-184). Ankara: Middle East Technical University
Editora
International Group for the Psychology of Mathematics Education