Communication Dans Un Congrès Année : 2017

Misconceptions and developmental proof

Kirsti Hemmi
  • Fonction : Auteur
  • PersonId : 1036063
Erika Julin
  • Fonction : Auteur
  • PersonId : 1036064
Ray Pörn
  • Fonction : Auteur

Résumé

The issue of students' misconceptions in mathematics and how to prevent and deal with them in teaching has been a major concern of mathematics educators since at least four decades. At the same time our knowledge about the processes of developing understanding and skills in proof and argumentation from early school years has increased. We argue, that there are connections between these two areas of studies important to make explicit for teachers. In this paper, we first elaborate the relation between the research on students' misconceptions and the ideas of developmental proof. Then we present the relevant results of an empirical study about how mathematics teachers in the field interpret this relation. Our conclusion is that there are important connections between these two research fields that are not always visible for teachers.

Fichier principal
Vignette du fichier
TWG01_12.pdf (831.02 Ko) Télécharger le fichier
Origine Fichiers produits par l'(les) auteur(s)
Licence
Loading...

Dates et versions

hal-01865662 , version 1 (31-08-2018)

Licence

Identifiants

  • HAL Id : hal-01865662 , version 1

Citer

Kirsti Hemmi, Erika Julin, Ray Pörn. Misconceptions and developmental proof. CERME 10, Feb 2017, Dublin, Ireland. ⟨hal-01865662⟩

Collections

170 Consultations
410 Téléchargements

Partager

  • More