Analysis of the Cognitive Unity or Rupture between Conjecture and Proof When Learning to Prove on a Grade 10 Trigonometry Course

Autor/inn/en	Fiallo, Jorge; Gutiérrez, Angel
Titel	Analysis of the Cognitive Unity or Rupture between Conjecture and Proof When Learning to Prove on a Grade 10 Trigonometry Course
Quelle	In: Educational Studies in Mathematics, 96 (2017) 2, S.145-167 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9755-6
Schlagwörter	Mathematical Logic; Validity; Mathematics Instruction; Grade 10; Trigonometry; Secondary School Mathematics; Secondary School Students; Computer Software; Geometry + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Gültigkeit; Mathematics lessons; Mathematikunterricht; Trigonometrie; Sekundarschüler; Geometrie
Abstract	We present results from a classroom-based intervention designed to help a class of grade 10 students (14-15 years old) learn proof while studying trigonometry in a dynamic geometry software environment. We analysed some students' solutions to conjecture-and-proof problems that let them gain experience in stating conjectures and developing proofs. Grounded on a conception of proof that includes both empirical and deductive mathematical argumentations, we show the trajectories of some students progressing from developing basic empirical proofs towards developing deductive proofs and understanding the role of conjectures and proofs in mathematics. Our analysis of students' solutions is based on networking Boero et al.'s construct of cognitive unity of theorems, Pedemonte's structural and referential analysis of conjectures and proofs, and Balacheff and Margolinas' cK¢ model, while using Toulmin schemes to represent students' productions. This combination has allowed us to identify several emerging types of cognitive unity/rupture, corresponding to different ways of solving conjecture-and-proof problems. We also show that some types of cognitive unity/rupture seem to induce students to produce deductive proofs, whereas other types seem to induce them to produce empirical proofs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01