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1998 |
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Herbst P. G. (1998) What works as proof in the mathematics class. Ph.D. Dissertation, The University of Georgia, Athens GA. USA |
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Lopes A. J. (1998) Gestión de interacciones y producción de conocimiento matemático en un dia a dia lakatosiano. Uno, Revista de Didáctica de la matemáticas 16, 25-37 |
Raccah P.-Y. (1998) L'argumentation sans la preuve : prendre son biais dans la langue. Interaction et cognitions. II(1/2) 237-264. |
Les références qui
suivent sont publiées dans: |
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Arzarello F., Micheletti C., Olivero F., Robutti O. (1998) A model for analysing the transition to formal proofs in geometry. (Volume 2, pp.24-31) |
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Arzarello F., Micheletti C., Olivero F., Robutti O. (1998) Dragging in Cabri and modalities transition from conjectures to proofs in geometry. (Volume 2, pp. 32-39) |
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Baldino R. (1998) Dialectical proof: Should we teach it to physics students. (Volume 2, pp. 48-55) |
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Furinghetti F., Paola D. (1998) Context influence on mathematical reasoning. (Volume 2, pp. 313-320) |
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Gardiner J., Hudson B. (1998) The evolution of pupils' ideas of construction and proof using hand-held dynamic geometry technology. (Volume 2, pp. 337-344) |
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Garuti R., Boero P., Lemut E. (1998) Cognitive unity of theorems and difficulty of proof. (Volume 2, pp. 345-352) |
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Hadas N., Herschkowitz R. (1998) Proof in geometry as an explanatory and convincing tool. (Volume 3, pp. 25-32) |
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Reid D., Dobbin J. (1998) Why is proof by contradiction difficult? (Volume 4, pp. 41-48) |
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Rowland T. (1998) Conviction, explanation and generic examples. (Volume 4, pp. 65-72) |
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Waring S., Orton A., Roper T. (1998) An experiment in developing proof through pattern. (Volume 4, pp. 161-168) |
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Yackel E. (1998) A study of argumentation in a second-grade mathematics classroom. (Volume 4, pp. 209-216) |
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Zaslavsky O., Ron G. (1998) Students'understanding of the role of counter-examples. (Volume 4, pp. 225-232) |
Archives |
Barbin E. (1994) The Meanings of Mathematical Proof. In : In Eves' Circles. MAA. |
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Cardoso V. C. (1997) As teses fabilista a racionalista de Lakatos e a educação matemática. Dissertaçao de Mestrado. Universidad Estadual Paulista. Campus Rio Claro. |
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Godino J. D., Recio A. M. (1997) Significado de la demostración en educación matemática. |
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Mueller I. (1981) Philosophy of mathematics and deductive structure in Euclid's Elements. Cambridge, MA: MIT Press. |
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Nelson R.B. (1993) Proofs Without Words. MAA. |
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Quast W. G. (1968) Geometry in the high schools of the United States: An historical analysis from 1890 to 1966. Ed. D. Dissertation, Rutgers-The State University of New Jersey. University Microfilms 68-9162. Ann Arbor, MI. |
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Sekiguchi Y. (1991) An investigation on proofs and refutations in the mathematics classroom. Ed. D. Dissertation, The University of Georgia. University Microfilms 9124336. Ann Arbor, MI. |
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Senk S. (1989) Van Hiele levels and achievement in writing geometry proofs. Journal for Research in Mathematics Education 20, 209-321. |
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Zbiek R. M. (1992). Understanding of function, proof and mathematical modelling in the presence of mathematical computing tools: Prospective secondary school mathematics teachers and their strategies and connections. Ph D Dissertation. Penn State University, Graduate School. USA |
Maria Alessandra
Mariotti
riflessioni su un articolo di Fishbein
Filomena Ap. Teixera Gouvea |
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Nossa pesquisa foi realizada na
perspectiva de contribuir para a prática
pedagógica do professor de matemática,
abrangendo especificamente, conceitos estudados em
geometria, no ensino fundamental.
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Students entering universities have encountered proofs in
previous mathematics courses, but more often than not they
have a very vague notion of proofs and proof techniques. |
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An interactive column using Java applets |
Nombres, formes et jeux dans les sociétés traditionnelles |
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In
the beginning, when there was no language to |
Les ouvrages d'ethnomathématique en langue
française ne sont pas nombreux. Celui-ci est une
traduction d'un ouvrage de la mathématicienne
américaine Marcia Ascher par une
mathématicienne, Karine Chemla, et un anthropologue,
Serge Pahaut. |
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What is it, and why should we? |
Glané dans |
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The
answer proposed by Jones (click on the icon on the left)
seems influenced by a view of proof by computer-science
which goes even beyond the classical mathematical opinion.
Jones shows a confidence in formalisation which
under-estimates the resistance of concepts to the attemps of
rigour to capture them. |
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What is "Proof"?! - in mathematics... Michael Hugh Knowles |
Michel Guillerault |
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In
1996, the Palo Alto Institute for Advanced
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No fim do século XIX e início do século XX, há uma preocupação de se estabelecer a geometria elementar sobre bases sólidas. Apresentamos aqui a contribuição a este debate de Louis gérard, professor em Lyon e depois em Paris, especialista em geometria não euclideana (tese, 1892) e bastante preocupado em apresentar os teoremas da geometria elementar de uma maneira a mais rigorosa possível. |
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ou la querelle des impostures |
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"In
my opinion, proofs are for mathematicians; something
we keep for ourselves, because the barbarians do not
appreciate them." |
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L'affaire Sokal concerne-t-elle les
mathématiques? Probablement pas directement. En
revanche elle peut donner quelques thèmes de
réflexion aux chercheurs en didactique des
mathématiques. A nous de voir... |
by Isaac Reed |
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An investigation of some of the great problems that have inspired mathematicians throughout the ages. Included are problems suitable for middle and high school math students, with links to solutions, biographies, references, and other math history sites. Problems include: - The Bridges of Konigsberg : a problem that inspired the great Swiss mathematician Leonard Euler to create graph theory, which led to the development of topology |
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