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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/183097
Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher's Management to Promote Them
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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.
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MOLINA JAIME, Oscar Javier, FONT MOLL, Vicenç and PINO-FAN, Luis. Norms That Regulate the Theorem Construction Process in an Inquiry Classroom of 3D Geometry: Teacher's Management to Promote Them. Mathematics. 2021. Vol. 9, num. 18, pags. 2296. ISSN 2227-7390. [consulted: 11 of October of 2026]. Available at: https://hdl.handle.net/2445/183097