Abstract In the last decade, the debate on mathematical proof has got a central position in the community of educators. The role and the place that proof takes in the mathematical curriculum have often changed, although not in the same direction, in many countries. My presentation aims to contribute to this debate, discussing both the importance of proof, and more generally of theoretical thinking, and the possibility of its introduction in the mathematical curriculum. Some examples, drawn form a long-term research project at the 9th-10th grade level will be presented. My contribution will support general hypotheses concerning the mediating function of particular microworlds, in respect to pupils’ introduction to theoretical thinking.

Mariotti, M.A. (2004). Theorems in the classroom. In Beiträge zum Mathematikunterricht, 38 Tagung für Didaltik der Mathematik (pp.23-30). Verlag Franzbecker.

Theorems in the classroom

MARIOTTI, MARIA ALESSANDRA
2004

Abstract

Abstract In the last decade, the debate on mathematical proof has got a central position in the community of educators. The role and the place that proof takes in the mathematical curriculum have often changed, although not in the same direction, in many countries. My presentation aims to contribute to this debate, discussing both the importance of proof, and more generally of theoretical thinking, and the possibility of its introduction in the mathematical curriculum. Some examples, drawn form a long-term research project at the 9th-10th grade level will be presented. My contribution will support general hypotheses concerning the mediating function of particular microworlds, in respect to pupils’ introduction to theoretical thinking.
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Mariotti, M.A. (2004). Theorems in the classroom. In Beiträge zum Mathematikunterricht, 38 Tagung für Didaltik der Mathematik (pp.23-30). Verlag Franzbecker.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11365/43115
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