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1997
Borda M. C., Skovsmose O. (1997) The ideology of certainty in mathematics education. For the Learning of Mathematics 17(3) 17-23.
Textes en ligne
Godino J. D., Recio A. M. (1997) Meaning of proofs in mathematics education. PME XXI (Vol.2 pp. 313-320). Lahti, Finland.Selden A., Selden J. (1996) The role of logic in the validation of mathematical proofs. presented at the DIMACS Symposium on Symposium on Teaching Logic and Reasoning, Rutgers University, 25-26 July 1996.
Justifying and proving in school mathematics
Summary of the results from a survey of the proof conceptions of students in the UK.by Lulu Healy and Celia Hoyles
from The Institute of Education
University of London"The major finding of the project is that most high-attaining Year 10 students after following the National Curriculum for 6 years are unable to distinguish and describe mathematical properties relevant to a proof and use deductive reasoning in their arguments. Most are inclined to rely upon empirical verification. However, students perform more successfully when it comes to choosing rather than constructing correct proofs. The majority also recognise that a valid proof is general and accord high status to formally-presented arguments, even while valuing arguments that convince and explain.
The research indicates that the ability to construct, assess or choose a valid proof is not simply a matter of general mathematical attainment. Clearly this has an influence, but at least some of the poor performance in proof of our highest-attaining students may simply be explained by their lack of familiarity with the process of proving. Far too many students have little idea of this process and no sense of proof, which, our findings suggest, can hinder their ability to construct and correctly evaluate proofs"
0n-line summary |
(69 pages plus appendices, price: £5) is available on demand. |
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http://www.pbs.org/wgbh/nova/proof/ a news from the MATH FORUM
INTERNET NEWS "In a tale of secrecy, obsession, dashed hopes, and brilliant insights, Princeton math sleuth Andrew Wiles goes undercover - for eight years - to solve history's most famous math problem: Fermat's Last Theorem. His success was front-page news around the world. But then disaster struck..." Some of the greatest minds of science struggled for more than 350 years to prove the idea that a simple equation had no solutions. This site offers a variety of resources for teachers to use in discussing Fermat's Last Theorem with their students, extending the NOVA program seen on TV in November, 1997, which may be purchased from PBS. The site includes an interview with Andrew Wiles, the story of Sophie Germain (an 18th-century mathematician who hid her identity in order to work on Fermat's Last Theorem), Pythagorean Theorem activities, and related links. A Teachers' Guide with lesson plans is also provided: For more about Fermat and the theorem, see the letter "F" in the biographical index of the MacTutor math history archive:
Collège international de philosophie séminaire "La pulsation spéculative du philosophe et du mathématicien" par Evelyne Barbin et Jean Guittart 4 et 18 mars 1998, 18:30-20:30, salle Pupey-Girard, Usic, 18 rue de Varenne, Paris |
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TEACHING LOGIC AND REASONING
IN AN ILLOGICAL WORLD
on-line proceedings
Current call for papers NCTM 1999 Yearbook on Mathematical reasoning. Information and guidelines: http://www.nctm.org under "Educational Materials / 1999 Yearbook" |
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