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Educación matemática

versión impresa ISSN 1665-5826


SAMPER, Carmen et al. Dynamic geometry: Its contribution to understanding conditionals of the form if-then. Educ. mat [online]. 2010, vol.22, n.3, pp.119-142. ISSN 1665-5826.

In this article we present some results of a teaching experiment carried out in a university geometry course for pre-service teachers, with the purpose of attending to the problematic performances, reported by various researchers, related to the comprehension and use students have of conditional propositions during conjecturing and justifying processes. Particularly, we focus on the type of tasks, designed for a dynamic geometry environment, that favour the process of understanding a conditional proposition as that which expresses dependency relations among properties, with the purpose of propitiating the construction of its mathematical meaning. We analyze student conjectures, product of their interaction with dynamic geometry.

Palabras llave : conditional proposition; dynamic geometry; problematic student performances; learning tasks; mathematics teacher education.

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