Mathematical Proof and Epistemological Obstacles: Assumptions of the Methodological Teaching Proposal of the Fedathi Sequence

Autor/inn/en	Araújo, Carlos Henrique Delmiro; Menezes, Daniel Brandão
Titel	Mathematical Proof and Epistemological Obstacles: Assumptions of the Methodological Teaching Proposal of the Fedathi Sequence
Quelle	In: International Electronic Journal of Mathematics Education, 17 (2022) 4, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Araújo, Carlos Henrique Delmiro) ORCID (Menezes, Daniel Brandão)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Validity; Mathematical Logic; Mathematics Instruction; Multimedia Instruction; Teaching Methods; Undergraduate Students; Mathematical Models; Barriers; Epistemology; Problem Solving; Foreign Countries; Brazil + Suchen Sie Ihr Suchwort? Gültigkeit; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Multimediales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical model; Mathematisches Modell; Erkenntnistheorie; Problemlösen; Ausland; Brasilien
Abstract	The Multimedia Research Laboratory, inserted in the Federal University of Ceará has the Multimedia Mathematics Education Group, in which they study the mathematics teaching with the methodological contribution of the Fedathi sequence (FS). In one of the study meetings, the members raised the issue of how a class in the light of the FS could be, which would address mathematical proof. To this end, the mathematical object used to illustrate the answer to this question was the ordering in the set of rational numbers, aiming at the didactic session in the mathematics undergraduate course. Thus, this research aimed to develop a model of mathematical proof approach based on the FS methodological proposal, attempting to solve the issue raised. To make this work possible, the FS research methodology was used, with a qualitative bias. Regarding the results, it was possible to develop the model with the purpose of performing mathematical proof using the FS as a teaching methodology, considering that this way of mediating knowledge is not a transmission of content, but rather, a way of providing learning. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01