This paper concerns the design of a specific computer-based educational environment fostering students’ shift from argumentation to proof in geometry. In particular, we focus on the language difficulties that such a shift might present and on the need for suitable interventions to overcome them. In this respect, we designed a specific device, named Digital Toolkit for Proof (DTP), based on the use of suitable digital tiles, to promote the transition from colloquial register to literate register, used in mathematical communication. We discuss the findings of the experimentation involving 14-15 years old students from high school who conjecture and prove within the designed environment. The analysis presented shows how the DTP device can promote the emergence of new formulation of justifications that make explicit references to geometric theory. However, the DTP device also shows the occurrence of new specific language issues highlighting difficulties hidden by the use of the colloquial register.
|Titolo:||An E-Learning Innovative Approach for Mathematical Argumentative Thinking|
|Data di pubblicazione:||2021|
|Appare nelle tipologie:||1.1 Articolo in rivista|