Some thoughts on an enculturation function of mathematical proof
Résumé
We highlight an enculturation function of proof. We argue that this function cannot be omitted in the use of proof in the teaching and learning of mathematics, despite or precisely because of the alleged latency of this function. Thus, it deserves more focused educational attention. An enculturation function of proofs should be conceptualized and grounded in an appropriate and didactically justified framework as a prerequisite for its deliberate use for educational purposes. As a starting point, we propose a framework for further reflection and inquiry that connects to complementary approaches in mathematics education discourse on mathematical proof and proving that are relevant regarding enculturation and to the general education discourse about science propaedeutic competence.
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