Formal Proof And Exploratory Experimentation: A Lakatosian View On The Interplay Between Examples And Deductive Proof Practices In Upper- Secondary School
Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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Formal Proof And Exploratory Experimentation: A Lakatosian View On The Interplay Between Examples And Deductive Proof Practices In Upper- Secondary School. / Misfeldt, Morten; Danielsen, Kristian; Krag Sørensen, Henrik.
History and Epistemology in Mathematics Education. ed. / Evelyne Barbin; Uffe Thomas Jankvist; Tinne Hoff Kjeldsen. Vol. 1 1. ed. Danmarks Pædagogiske Universitet, 2015. p. 433-446.Research output: Chapter in Book/Report/Conference proceeding › Article in proceedings › Research › peer-review
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TY - GEN
T1 - Formal Proof And Exploratory Experimentation: A Lakatosian View On The Interplay Between Examples And Deductive Proof Practices In Upper- Secondary School
AU - Misfeldt, Morten
AU - Danielsen, Kristian
AU - Krag Sørensen, Henrik
PY - 2015/12/1
Y1 - 2015/12/1
N2 - This paper investigates conceptions of mathematical investigation and proof inupper-secondary students. The focus of the paper is an intervention that scaffolds theinteraction between open explorative activities and the development of proof sketchesthrough explorations of lattice polygons, aiming at proving Pick’s theorem. In theprocess we investigate whether and how the conceptions of proofs and explanationsin mathematics change. We work with the hypothesis that the problem of supportingthe transition to deductive proofs in upper-secondary school students can at leastpartly be explained as a problem of bringing their empirical investigations into thedeductive proof process in relevant and productive ways. Through our analyses of theportfolios and deliberations of the students, we are able to assess their performanceof proofs and the conceptions of mathematical methodology before and after theintervention.
AB - This paper investigates conceptions of mathematical investigation and proof inupper-secondary students. The focus of the paper is an intervention that scaffolds theinteraction between open explorative activities and the development of proof sketchesthrough explorations of lattice polygons, aiming at proving Pick’s theorem. In theprocess we investigate whether and how the conceptions of proofs and explanationsin mathematics change. We work with the hypothesis that the problem of supportingthe transition to deductive proofs in upper-secondary school students can at leastpartly be explained as a problem of bringing their empirical investigations into thedeductive proof process in relevant and productive ways. Through our analyses of theportfolios and deliberations of the students, we are able to assess their performanceof proofs and the conceptions of mathematical methodology before and after theintervention.
M3 - Article in proceedings
SN - 978-87-7684-737-1
VL - 1
SP - 433
EP - 446
BT - History and Epistemology in Mathematics Education
A2 - Barbin, Evelyne
A2 - Jankvist, Uffe Thomas
A2 - Kjeldsen, Tinne Hoff
PB - Danmarks Pædagogiske Universitet
ER -
ID: 231952159