How Argumentation Relates to Formal Proof Process in Geometry

Autor/inn/en	Demiray, Esra; Isiksal-Bostan, Mine; Saygi, Elif
Titel	How Argumentation Relates to Formal Proof Process in Geometry
Quelle	In: International Electronic Journal of Mathematics Education, 18 (2023) 3, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Demiray, Esra) ORCID (Isiksal-Bostan, Mine) ORCID (Saygi, Elif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Persuasive Discourse; Validity; Mathematical Logic; Geometry; Mathematics Instruction; Preservice Teachers; Mathematics Teachers; Foreign Countries; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Gültigkeit; Mathematical logics; Mathematische Logik; Geometrie; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	This study aims to examine how being involved in an argumentation process relates to the formal proof process in geometry. Prospective mathematics teachers were involved in an argumentation process while producing conjectures before engaging in formal proof of the recently produced conjectures. To collect data, four geometry-proof tasks that involve two sections were employed. The first section of the tasks demands the production of conjectures, which stands for the term argumentation. The second section asks for the formal proof of one of the recently produced conjectures. Based on the data analysis, the affordances of being involved in argumentation before engaging in the formal proof process were listed as positive affective occasions, arrangement of knowledge related to the content of the task, visual aspect, and the veracity of the statement. Negative affective occasions and confusion related to the difference between conjecturing and proving were coded as constraints of being involved in argumentation before formal proof. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01