Page 407 - 8th European Congress of Mathematics ∙ 20-26 June 2021 ∙ Portorož, Slovenia ∙ Book of Abstracts
P. 407
MATHEMATICS IN EDUCATION (MS-19)
Mathematical reasoning: which are the issues?
Daniel Doz, doz_daniel@yahoo.it
Liceo Scientifico Statale France Prešeren, Italy
Mathematical reasoning is believed to play an important role in mathematics, since many math-
ematical processes require it. Despite its importance, many students have difficulties with math-
ematical reasoning. Current literature has shown that students face several issues while proving
by counterexamples and formal proving. It is not however clear if such reasoning problems are
present also among Italian students. In this paper we analyzed the answers of 17 grade-10 Ital-
ian students that solved the Italian national assessment of mathematical knowledge in 2011. The
analysis shows that the majority of students struggled with correct reasoning. Several incorrect
reasoning processes have been used; hence educators and school authorities should focus even
more on the development of students’ reasoning skills.
Mathematical Representations and Inconsistencies in Communication
Darjo Felda, darjo.felda@upr.si
University of Primorska, Slovenia
Coauthor: Mara Coticˇ
Mathematical notions and conceptions are the outcome of abstraction of immediate experience
in physical world and are usually transmitted through a special language, which makes mathe-
matical discourse complex and in many respects unusual. It is thus necessary to use adequate
representations that enable learners to relate mathematical notions to what they already know
and to learn with understanding. In this process of learning mathematics, communication has
an important role and the language has a crucial influence on the correct construction of math-
ematical concepts. Some inconsistencies in presenting mathematical facts or descriptions will
be discussed.
Computational/algorithmic thinking in the school mathematics
Djordje Kadijevich, djkadijevic@ipi.ac.rs
Institute for Educational Research, Serbia
Due to the globalization and internationalization of the mathematics curriculum, there is, for
example, a rapidly developing interest in including computational/algorithmic thinking in math-
ematics education. By focusing on this thinking, this lecture comprises two parts. In the first
part I summarize what computational/algorithmic thinking is, discuss recent research outcomes
regarding it, and examine a place for this thinking in school mathematics, with an emphasis on
recent international trends and emerging implications for mathematics education. In the second
part I present a way to cultivate computational thinking in a mathematical context through data
practice based upon the use of interactive displays, which, embedded in another context, could
contribute the learning of statistics or computer science (informatics), for example. The content
of the first part is based upon a joint research with Dr Max Stephens, University of Melbourne,
Australia, whereas the content of the second part is based upon my own recent research.
405
Mathematical reasoning: which are the issues?
Daniel Doz, doz_daniel@yahoo.it
Liceo Scientifico Statale France Prešeren, Italy
Mathematical reasoning is believed to play an important role in mathematics, since many math-
ematical processes require it. Despite its importance, many students have difficulties with math-
ematical reasoning. Current literature has shown that students face several issues while proving
by counterexamples and formal proving. It is not however clear if such reasoning problems are
present also among Italian students. In this paper we analyzed the answers of 17 grade-10 Ital-
ian students that solved the Italian national assessment of mathematical knowledge in 2011. The
analysis shows that the majority of students struggled with correct reasoning. Several incorrect
reasoning processes have been used; hence educators and school authorities should focus even
more on the development of students’ reasoning skills.
Mathematical Representations and Inconsistencies in Communication
Darjo Felda, darjo.felda@upr.si
University of Primorska, Slovenia
Coauthor: Mara Coticˇ
Mathematical notions and conceptions are the outcome of abstraction of immediate experience
in physical world and are usually transmitted through a special language, which makes mathe-
matical discourse complex and in many respects unusual. It is thus necessary to use adequate
representations that enable learners to relate mathematical notions to what they already know
and to learn with understanding. In this process of learning mathematics, communication has
an important role and the language has a crucial influence on the correct construction of math-
ematical concepts. Some inconsistencies in presenting mathematical facts or descriptions will
be discussed.
Computational/algorithmic thinking in the school mathematics
Djordje Kadijevich, djkadijevic@ipi.ac.rs
Institute for Educational Research, Serbia
Due to the globalization and internationalization of the mathematics curriculum, there is, for
example, a rapidly developing interest in including computational/algorithmic thinking in math-
ematics education. By focusing on this thinking, this lecture comprises two parts. In the first
part I summarize what computational/algorithmic thinking is, discuss recent research outcomes
regarding it, and examine a place for this thinking in school mathematics, with an emphasis on
recent international trends and emerging implications for mathematics education. In the second
part I present a way to cultivate computational thinking in a mathematical context through data
practice based upon the use of interactive displays, which, embedded in another context, could
contribute the learning of statistics or computer science (informatics), for example. The content
of the first part is based upon a joint research with Dr Max Stephens, University of Melbourne,
Australia, whereas the content of the second part is based upon my own recent research.
405
