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https://hdl.handle.net/2445/183097
Title: | Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher's Management to Promote Them |
Author: | Molina Jaime, Oscar Javier Font Moll, Vicenç Pino-Fan, Luis |
Keywords: | Didàctica de la matemàtica Geometria Visualització tridimensional Mathematics teaching methods Geometry Three-dimensional display systems |
Issue Date: | 17-Sep-2021 |
Publisher: | MDPI |
Abstract: | 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. |
Note: | Reproducció del document publicat a: https://doi.org/10.3390/math9182296 |
It is part of: | Mathematics, 2021, vol. 9, num. 18, p. 2296 |
URI: | https://hdl.handle.net/2445/183097 |
Related resource: | https://doi.org/10.3390/math9182296 |
ISSN: | 2227-7390 |
Appears in Collections: | Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica) |
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