Since the paper by Bender (1972) many authors, Kline (1973) first, scrutinized Johnny’s failures in counting, adding and other mathematical activities. Many causes have been identified in different directions. About proof, Dreyfus (1999) puts forwards the question “Why Johnny can’t prove” and answers that the ability to prove depends on forms of knowledge to which most students are rarely if ever exposed. In discussing students’ approaches to proof Hoyles (1997) focuses on the relationship between curricula and school practice. In our studies of students’ ways of proving we take the positions of these authors as basic assumptions. Among the aspects we consider, beliefs play an important role. In this paper we present some examples suitable to illustrate this role.
Johnny’s beliefs about proof
FURINGHETTI, FULVIA;MORSELLI, FRANCESCA
2011-01-01
Abstract
Since the paper by Bender (1972) many authors, Kline (1973) first, scrutinized Johnny’s failures in counting, adding and other mathematical activities. Many causes have been identified in different directions. About proof, Dreyfus (1999) puts forwards the question “Why Johnny can’t prove” and answers that the ability to prove depends on forms of knowledge to which most students are rarely if ever exposed. In discussing students’ approaches to proof Hoyles (1997) focuses on the relationship between curricula and school practice. In our studies of students’ ways of proving we take the positions of these authors as basic assumptions. Among the aspects we consider, beliefs play an important role. In this paper we present some examples suitable to illustrate this role.
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
