This study frames theorem learning as a process of scientific “enculturation” fostering rational behaviour. We present a case study of a teaching setting that supports 10th graders’ development of theoretical validation within Euclidean geometry. The analysis of the evolution of shared geometrical arguments along the didactical path shows a movement from naïve justification to theoretical validation within a geometrical system aligned with the standards of the mathematical community.
TOWARDS THEORETICAL VALIDATION WITHIN COGNITIVE ROLE-PLAYING: A HIGH SCHOOL CASE STUDY
Giovannina Albano;Cristina Coppola;
2026
Abstract
This study frames theorem learning as a process of scientific “enculturation” fostering rational behaviour. We present a case study of a teaching setting that supports 10th graders’ development of theoretical validation within Euclidean geometry. The analysis of the evolution of shared geometrical arguments along the didactical path shows a movement from naïve justification to theoretical validation within a geometrical system aligned with the standards of the mathematical community.File in questo prodotto:
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