Unit:
Κατεύθυνση Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Supervisors info:
Χρόνης Κυνηγός, Καθηγητής, Φιλοσοφική Σχολή, Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης, ΕΚΠΑ
Δέσποινα Πόταρη, Καθηγήτρια, Μαθηματικό Αθήνας, ΕΚΠΑ
Γεώργιος Ψυχάρης, Αναπληρωτής Καθηγητής, Μαθηματικό Αθήνας, ΕΚΠΑ
Original Title:
Ενορχηστρώνοντας την μαθηματική απόδειξη μέσω της λογικής της διερεύνησης σε DGE: Μια μελέτη περίπτωσης στην τριτοβάθμια εκπαίδευση
Translated title:
Orchestrating mathematical proof through logic of inquiry in DGE: A case study in tertiary education
Summary:
This paper presents the results of a case study on the interaction of two undergraduate students with a game-like activity in a dynamic geometry environment (DGE). The game activity is a semantic game, as defined by Hintiika, and its purpose is to discover the validity of a mathematical proposition and its potential proof through players who each try to defeat the other. The integration and study of the logic of inquiry in mathematics teaching is limited, and its connection to higher education is even less. The aim is to bridge the experimental phase with the formal phase in creating proofs. The literature has shown that when students enter higher education mathematics, but also previously during secondary education, the two phases have epistemological and cognitive gaps. A vital part of synthesizing proofs is the production of indirect proofs. In this study, we will contribute to the discussion regarding the possibility of cognitive and epistemological bridging of the above phases and study how the logic of inquiry contributes to the development of indirect proofs and their mathematical context.
Main subject category:
Science
Keywords:
logic of inquiry, proof, indirect proof, argumentation, semantic games, dynamic geometry, digital environments
Number of references:
182
