Norms that regulate the theorem construction process in an inquiry classroom of 3D geometry: Teacher’s management to promote them

2Citations
Citations of this article
18Readers
Mendeley users who have this article in their library.

Abstract

This paper aims to illustrate how a teacher instilled norms that regulate the theorem construction process in a three-dimensional geometry course. The course was part of a preservice mathematics teacher program, and it was characterized by promoting inquiry and argumentation. We analyze class excerpts in which students address tasks that require formulating conjectures, that emerge as a solution to a problem and proving such conjectures, and the teacher leads whole-class activities where students’ productions are exposed. For this, we used elements of the didactical analysis proposed by the onto-semiotic approach and Toulmin’s model for argumentation. The teacher’s professional actions that promoted reiterative actions in students’ mathematical practices were identified; we illustrate how these professional actions impelled students’ actions to become norms concerning issues about the legitimacy of different types of arguments (e.g., analogical and abductive) in the theorem construction process.

Cite

CITATION STYLE

APA

Molina, O., Font, V., & Pino-Fan, L. (2021). Norms that regulate the theorem construction process in an inquiry classroom of 3D geometry: Teacher’s management to promote them. Mathematics, 9(18). https://doi.org/10.3390/math9182296

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free