Use of dragging as organizer for conjecture validation
In this article, we report on a study centred on the teaching and learning of proof in which there is evidence that dragging becomes a source for significant student participation in the validation of conjectures. The findings highlight the teacher¿s use of dragging as an organizer of the activity,...
- Autores:
-
Camargo, Leonor
Samper, Carmen
Perry, Patricia
Molina, Óscar
Echeverry, Armando
- Tipo de recurso:
- Fecha de publicación:
- 2009
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32077
- Acceso en línea:
- http://hdl.handle.net/1992/32077
http://funes.uniandes.edu.co/931/
- Palabra clave:
- Geometría (matemáticas superiores)
Procesos de justificación
Metodología de trabajo en el aula
Análisis didáctico
Software
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | In this article, we report on a study centred on the teaching and learning of proof in which there is evidence that dragging becomes a source for significant student participation in the validation of conjectures. The findings highlight the teacher¿s use of dragging as an organizer of the activity, in cases when there are conjectures that students consider acceptable but for which they do not have the theoretical elements to validate them. |
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