id: 06083910
dt: a
an: 2012e.00504
au: Durand-Guerrier, Viviane; Boero, Paolo; Douek, Nadia; Epp, Susanna S.;
Tanguay, Denis
ti: Argumentation and proof in the mathematics classroom.
so: Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The
19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk;
978-94-007-2129-6/ebook). New ICMI Study Series 15, 349-367 (2012).
py: 2012
pu: Berlin: Springer
la: EN
cc: E50 D30 D40
ut: relationships between argumentation and proof; developing proofs; logical
norms; communicative norms; introducing meta-mathematical concepts;
designing learning environments; learning activities; teachersâ€™ role
ci:
li: doi:10.1007/978-94-007-2129-6_15
ab: Summary: Studying the relationships between argumentation and proof could
help teachers and students deal with the tension between the process by
which a student develops a proof and the requirements the teacher
places on the final product. This tension results from the need for
students to experience freedom and flexibility during an initial
exploratory phase whilst ultimately producing a proof that conforms to
specific cultural constraints involving both logical and communicative
norms. The chapter explores the issue of whether the activity of
developing proofs under a teacherâ€™s guidance can be used to introduce
students to meta-mathematical concepts such as proof, definition,
theorem, axiom, and theory. It also tries to clarify the perspectives
underlying its specific proposals, to give insight into their richness,
and to provide a basis for further research and innovation.
rv: