From visualization to demonstration
DOI:
https://doi.org/10.18172/con.2717Keywords:
Display, proof, regular pentagon, exact construction, didactics of mathematicsAbstract
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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