Bridging the Gap between Mathematical Conjecture and Proof through Computer-Supported Cognitive Conflicts
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| Title: | Bridging the Gap between Mathematical Conjecture and Proof through Computer-Supported Cognitive Conflicts |
|---|---|
| Language: | English |
| Authors: | Lee, Chun-Yi, Chen, Ming-Puu |
| Source: | Teaching Mathematics and Its Applications: An International Journal of the IMA. 2008 27(1):1-10. |
| Availability: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://teamat.oxfordjournals.org/ |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 10 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Computer Uses in Education, Problem Solving, Logical Thinking, Validity, Mathematical Logic, Conflict, Cognitive Processes, Thinking Skills |
| DOI: | 10.1093/teamat/hrm014 |
| ISSN: | 0268-3679 |
| Abstract: | In many mathematical problems, students can feel that the universality of a conjecture or a formula is validated by their experiment and experience. In contrast, students generally do not feel that deductive explanations strengthen their conviction that a conjecture or a formula is true. In order to cope up with students' conviction based only on empirical experience and to create a need for deductive explanations, we developed a problem-solving activity with technology support intended to cause cognitive conflict. In this article, we describe the process conducted for this activity that led students to contradictions between conjectures and findings. The teacher could create familiar problem-solving situations and use students' naive inductive approaches to make students think mathematically and establish the necessity for proof via computer support. |
| Abstractor: | Author |
| Entry Date: | 2008 |
| Accession Number: | EJ787496 |
| Database: | ERIC |
| Abstract: | In many mathematical problems, students can feel that the universality of a conjecture or a formula is validated by their experiment and experience. In contrast, students generally do not feel that deductive explanations strengthen their conviction that a conjecture or a formula is true. In order to cope up with students' conviction based only on empirical experience and to create a need for deductive explanations, we developed a problem-solving activity with technology support intended to cause cognitive conflict. In this article, we describe the process conducted for this activity that led students to contradictions between conjectures and findings. The teacher could create familiar problem-solving situations and use students' naive inductive approaches to make students think mathematically and establish the necessity for proof via computer support. |
|---|---|
| ISSN: | 0268-3679 |
| DOI: | 10.1093/teamat/hrm014 |
