Constructions And Perceptions Of Some Preservice Mathematics Teachers About Demonstrations
DOI:
https://doi.org/10.5007/1981-1322.2020.e82736Keywords:
Proof, Divisibility Criteria, Mathematical Thinking, Group Reflection, Reasoning-And-ProofAbstract
In this article, we investigate how students of different levels of a preservice teachers course in Mathematics produce and perceive arguments and proofs in a group reflection environment. The data were collected in a workshop offered to these students and were analyzed using an extension and an adaptation of the Reasoning-and-Proving analysis methodology proposed by Andreas Stylianides and Gabriel Stylianides (2009). Differences in perceptions were found regarding whether an argument is valid or not, that is, whether it constitutes proof. The experience provided the research participants with an awareness of pedagogical and mathematical aspects of a proof.
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