Reasoning processes mobilized by DIC students to understand the Riemann integral
DOI:
https://doi.org/10.5007/1982-5153.2024.e93431Keywords:
Teaching differential and integral calculus, Definite integrals, Riemann integrals, Processes of mathematical reasoningAbstract
In this paper, we intend to identify the mathematical reasoning processes mobilized by Engineering students of a Public University of Paraná when solving a mathematical task and understand how such processes contribute to the elaboration of some of the layers of knowledge associated with Riemann Integrals. To this end, we consider data collected from working with an exploratory task involving Riemann Sums. This work is developed in a qualitative, interpretive perspective. About the mathematical reasoning processes mobilized, the students searched for conjectures, which in some moments were refuted, thus having the need to search for new conjectures and justifications. Subsequently, students formulated a generalization for the conjecture already justified. Such processes activated elements of two layers essential to understand the structure of the Riemman Integral, namely, the Product Layer and the Sum Layer.
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