HОW DO PRIMARY SCHOOLS MATHEMATICS PRESERVICE TEACHERS CONSIDER MATHEMATICAL PROOFS AND MATHEMATICAL ARGUMENTATION (PERSONAL REFLEXION)

Даниел А. Романo

doi:10.7251/НСК1311 046Р

Autori

Даниел А. Романo Универзитет у Бањој Луци Природно-математички факултет

DOI:

https://doi.org/10.7251/НСК1311%20046Р

Ključne reči:

доказ, аргументација, когнитивно јединство, метакогнитивно јединство

Apstrakt

У овој презентацији ријеч је о општем теоријском погледу на математички доказ. Понуђена је једна анализа директног и индиректног доказа која нам омогућава да сагледамо студентско поимање ове врсте доказа. Анализа се ослања на теоријскe конструктe 'когнитивно јединство' и 'мета-когнитицно јединство' организацијских, когнитивних и метакогнитивних фактора у процесу конструисања прихватљивог доказа. Сем тога, у циљу дубљег разумијевања успостављена је корелација са тeлеолошким, епистемиолошким и комуникативним аспектима. У овом моделу, процес доказовања се може описати посредством 'ограничења епистемиолошке важности', 'ефикасности у вези са постизањем циља' и 'комуникацијом у складу са заједнички прихваћеним правилима'.

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