Designation at the core of the dialectic between experimentation and proving: a study in number theory

Résumé : It is well known in mathematics education that students feel strong difficulties for elaborating by themselves mathematical proofs, even when they are involved in meaningful solving research problem activities. There are research based evidences that even in settings where the milieu for validation seems to be rich enough to support the proving process, some students fail to enter appropriately into it. In this paper, we provide some empirical results supporting the following hypothesis: although the designation of objects plays an important role in the heuristic phases, it might not be sufficient to enrol students in elaborating proof in cases the properties of these objects and their mutual relationships are not made explicit.
Type de document :
Communication dans un congrès
First conference of International Network for Didactic Research in University Mathematics, Mar 2016, Montpellier, France
Liste complète des métadonnées

https://hal.archives-ouvertes.fr/hal-01337922
Contributeur : Ccsd Sciencesconf.Org <>
Soumis le : lundi 27 juin 2016 - 15:51:29
Dernière modification le : mardi 13 décembre 2016 - 09:52:16

Fichier

INDRUM2016_VDG_MLG_12_relectur...
Fichiers produits par l'(les) auteur(s)

Identifiants

  • HAL Id : hal-01337922, version 1

Citation

Marie-Line Gardes, Viviane Durand-Guerrier. Designation at the core of the dialectic between experimentation and proving: a study in number theory. First conference of International Network for Didactic Research in University Mathematics, Mar 2016, Montpellier, France. <hal-01337922>

Partager

Métriques

Consultations de
la notice

75

Téléchargements du document

37