The article deals with a teaching unit aimed at promoting algebra as a tool for proving. The unit was carried out in two classes (Grade 7 in Italy, Grade 8 in France). The aim is to show how an analytical tool (the notion of rational behavior) has evolved through being tested in the post hoc analysis of two cycles of experimentation, and how its use put in question our first approach to the mathematical content at stake (algebra and proof). Besides theoretical developments, we present some advances on the pragmatic level.
Preuve et algèbre au collège: de la conception d’une séquence d’apprentissage à l’évolution du cadre théorique de référence
MORSELLI, FRANCESCA
2012-01-01
Abstract
The article deals with a teaching unit aimed at promoting algebra as a tool for proving. The unit was carried out in two classes (Grade 7 in Italy, Grade 8 in France). The aim is to show how an analytical tool (the notion of rational behavior) has evolved through being tested in the post hoc analysis of two cycles of experimentation, and how its use put in question our first approach to the mathematical content at stake (algebra and proof). Besides theoretical developments, we present some advances on the pragmatic level.
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