| Autor: |
Oscar Molina, Vicenç Font, Luis Pino-Fan |
| Jazyk: |
angličtina |
| Rok vydání: |
2021 |
| Předmět: |
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| Zdroj: |
Mathematics, Vol 9, Iss 18, p 2296 (2021) |
| Druh dokumentu: |
article |
| ISSN: |
2227-7390 |
| DOI: |
10.3390/math9182296 |
| Popis: |
This paper aims to illustrate how a teacher instilled norms that regulate the theorem construction process in a three-dimensional geometry course. The course was part of a preservice mathematics teacher program, and it was characterized by promoting inquiry and argumentation. We analyze class excerpts in which students address tasks that require formulating conjectures, that emerge as a solution to a problem and proving such conjectures, and the teacher leads whole-class activities where students’ productions are exposed. For this, we used elements of the didactical analysis proposed by the onto-semiotic approach and Toulmin’s model for argumentation. The teacher’s professional actions that promoted reiterative actions in students’ mathematical practices were identified; we illustrate how these professional actions impelled students’ actions to become norms concerning issues about the legitimacy of different types of arguments (e.g., analogical and abductive) in the theorem construction process. |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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