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Resumo(s)
This paper is research oriented and pretends to contribute toward giving empirical evidence about how students develop their reasoning and how they achieved to a proof construction in school context. Its main
theme is epistemology. It describes the way in which four students in 9th Grade explored a task related with the discovery of symmetry axes in various geometric figures. The proof constructed by students had essentially an explaining function and it was related with the symmetry axes of regular polygons. The teacher’s role in meaning negotiation of the proof and its need is described through illustrative episodes. The paper presents part of a study
which purpose is to analyse the nature of mathematical proof in classroom, its role and the nature of the relationship between the construction of a proof and the social interactions. Assuming a social perspective,
attention is focussed on the social construction of knowledge and on the structuring resources that shape
mathematical experience. The study’s methodology has an interpretative nature. One outcome of the study discussed here is that students develop first a practical understanding with no awareness of the reasons founding mathematical statements and after a theoretical one leading them to a proof elaboration.
Descrição
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Contexto Educativo
Citação
Reasoning and proof in classroom (9th grade). La lettre de la preuve, 1-8.
Editora
International Newsletter on the Teaching and Learning of Mathematical Proof