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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: PDF
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
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  Data: Bridging the Gap between Mathematical Conjecture and Proof through Computer-Supported Cognitive Conflicts
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  Data: 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.
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