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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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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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What is "Proof"?! - in mathematics... Michael Hugh Knowles |
Michel Guillerault |
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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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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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- 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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