De la visualización a la demostración

  1. Tomás Ortega del Rincón 1
  2. Cristina Pecharromán Gómez 1
  1. 1 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

Journal:
Contextos educativos: Revista de educación

ISSN: 1575-023X

Year of publication: 2016

Issue: 1

Pages: 45-64

Type: Article

DOI: 10.18172/CON.2717 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Contextos educativos: Revista de educación

Sustainable development goals

Abstract

The purpose of this research is to assess the reasoning of a group of Chilean mathematics teachers and a group of students of a “High School Teacher” master’s degree, about the assurance of the accuracy, or not, of some geometric constructions of a regular pentagon inscribed in a circumference. Data analysis reveals that, in general, they do not use the construction procedures to argue about the accuracy and rigor of the construction. Instead of it, they give justifications based on sensory perceptions, memories or they use arithmetic procedures that fail to coordinate with the visualization of the construction process and geometric construction itself.

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