2026-04-14T05:30:27Zhttps://recercat.cat/oai/request

oai:recercat.cat:2072/3795562026-03-22T21:13:45Zcom_2072_98col_2072_378192

00925njm 22002777a 4500 dc Godino, Juan D. author Recio, Ángel M. author 2001 In this paper the following main features of the meaning of proof in different institutional contexts, logic and foundations of mathematics, professional mathematics, experimental sciences, daily life and teaching of mathematics are analysed.This analysis suggests that the study of the epistemological and didactical problems involved in the teaching of proof in school mathematics should be carried out within the most general framework of human argumentative practices. A possible explanation for some students' cognitive conflict and difficulties with mathematical proof is the fact that at the different teaching levels and various stages of personal mathematical activity, the institutional meanings of proof are intertwined. Significados institucionales de la demostración : implicaciones para la educación matemática