Mathematical argumentation, the problematic precursor of demonstration

um precursor problemático da demonstração

Authors

  • Nicolas Balacheff Directeur de recherche CNRS émérite, Equipe MeTAH, Modèles et Technologies pour l'Apprentissage Humain Laboratoire d’informatique de Grenoble Univ. Grenoble Alpes, CNRS, Grenoble INP https://orcid.org/0000-0001-7084-3482
  • Saddo Ag Almouloud Pontifícia Universidade Católica de São Paulo https://orcid.org/0000-0002-8391-7054
  • Méricles Tadeu Moretti Universidade Federal de Santa Catarina

DOI:

https://doi.org/10.23925/1983-3156.2022v24i1p770-815

Keywords:

Mathematical argumentation, MathematProblem of demonstration, Conception, Language

Abstract

This text takes up the presentation given during the CORFEM 2019 conference. A first part contributes to clarify the terms explain, argue, prove, demonstrate and their relations. The second part underlines the importance of the link between conceptions and argumentation. The third part, about empirical evidence, addresses the question of the role of language. Finally, the return on the validation situations allows to pose the problem of mathematical argumentation on which the presentation concludes.

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Author Biographies

Nicolas Balacheff, Directeur de recherche CNRS émérite, Equipe MeTAH, Modèles et Technologies pour l'Apprentissage Humain Laboratoire d’informatique de Grenoble Univ. Grenoble Alpes, CNRS, Grenoble INP

Nicolas Balacheff, received a PhD degree in mathematics education. He is now senior scientist emeritus at the French National Centre for Scientific Research (CNRS). He was the cofounder of the journal Recherches en Didactique des Mathématiques in 1980. He served as the president of the International Group for the Psychology of Mathematics Education (1988–1990). In the recent years, he served as director of the computer-science and discrete mathematics Laboratory Leibniz (2000–2006). He was the founder and first scientific director of Kaleidoscope, European network of excellence on Technology Enhanced Learning (2004–2007)

Saddo Ag Almouloud, Pontifícia Universidade Católica de São Paulo

Doutorado em Mathematiques et Applications - Université de Rennes 1 em 1992 - frança. Assistente doutor - pontifícia universidade católica de São Paulo, e assistente doutor da fundação Santo André. Consultor ad hoc da fundação de amparo a pesquisa do estado de são Paulo, da capes, bolsista pesquisador de CNPQ, foi coordenador do programa de estudos pós-graduados em educação matemática da PUC-SP de 2007 à 2009 e de 01/08/2013 a 31/07/2017. Atualmente é vice coordenador do referido programa. Foi coordenador do curso de especialização em educação matemática da PUC-SP de 2006 a 2017. Publicou mais de 50 artigos em periódicos especializados e mais de 83 trabalhos em anais de eventos. Possui 5 capítulos de livros e 12 livros publicados. Possui 1 software e mais de 62 itens de produção técnica. Participou de vários eventos no exterior e mais de 112 no brasil. Orientou mais 77 dissertações de mestrado e teses de doutorado na área de educação matemática entre 1996 e 2016. Participou de mais de 200 bancas de defesa de dissertações e doutorados. Coordenou mais de 5 projetos de pesquisa. Atualmente coordena 2 projetos de pesquisa. Atua na área de educação, com ênfase em educação matemática. É avaliador do prêmio victor civita desde 2013. Em suas atividades profissionais interagiu com mais 70 colaboradores em coautorias de trabalhos científicos. Em seu currículo lattes os termos mais frequentes na contextualização da produção científica, tecnológica e artístico-cultural são: ensino-aprendizagem, geometria, educação matemática, matemática, demonstração, ensino básico, formação de professores, geometria dinâmica, TIC.

Méricles Tadeu Moretti, Universidade Federal de Santa Catarina

Doutorado em Didática da Matemática

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Published

2022-04-22

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Vol. 24 No. 1 (2022): Volume 24 -1-2022

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