Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Giovannina Albano, Cristina Coppola, Angela Donatiello
University of Salerno
⬇ Download PDFThis study frames theorem learning as a process of scientific “enculturation” fostering rational behaviour. We present a case study of a teaching setting that supports 10th graders’ development of theoretical validation within Euclidean geometry. The analysis of the evolution of shared geometrical arguments along the didactical path shows a movement from naïve justification to theoretical validation within a geometrical system aligned with the standards of the mathematical community.
Theoretical validationmathematical proofrole playingmathematical communication