The paper analyses a basic gap, highlighted by most of the literature concerning the teaching of proofs, namely, the distance between students’ argumentative and proving processes. The analysis is developed from both epistemological and cognitive standpoints: it critiques the Toulmin model of reasoning and introduces a new model, the Logic of Inquiry of Hintikka, more suitable for bridging this gap. An example of didactical activity within Dynamic Geometry Environments is sketched in order to present a concrete illustration of this approach and to show the pedagogical effectiveness of the model.

Approaching Proof in the Classroom Through the Logic of Inquiry

Arzarello F.
;
Soldano C.
2019

Abstract

The paper analyses a basic gap, highlighted by most of the literature concerning the teaching of proofs, namely, the distance between students’ argumentative and proving processes. The analysis is developed from both epistemological and cognitive standpoints: it critiques the Toulmin model of reasoning and introduces a new model, the Logic of Inquiry of Hintikka, more suitable for bridging this gap. An example of didactical activity within Dynamic Geometry Environments is sketched in order to present a concrete illustration of this approach and to show the pedagogical effectiveness of the model.
Compendium for Early Career Researchers in Mathematics Education
Springer Open
ICME-13 Monographs
221
243
978-3-030-15635-0
978-3-030-15636-7
Proof; Logic of inquiry; Argumentation; Dynamic geometry environments
Arzarello, F., Soldano, C.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1727064
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