PROOF, EXPLANATION AND

EXPLORATION: AN OVERVIEW

Razonamiento Matemático.
Puntos centrales del texto
The role of proof in mathematics education.
Look at heuristics, exploration and visualization.
Some observations on the need for a clear
view, on the part of educators, of the nature of
mathematics in general and of the relationship
between deduction and experimentation in
particular.
El rol de la
prueba
Heurística,
Exploración y
Visualización
Naturaleza de las
matemáticas,
relación entre
deducción y
experimentación.
El rol de la prueba

1 • Afirmación

2 • Entendimiento

3 • Funciones
Tres oposiciones importantes
1. Heurística vs
Prueba

Some educators, concerned for

the effective allocation of
valuable classroom time,
maintain that in the competition
for classroom focus the topic of
proof should take second place
to heuristics.
Tres oposiciones importantes
1. Heurística vs
Prueba
NCTM
Recognize reasoning and proof
as fundamental aspects of
mathematics;
Make and investigate
mathematical conjectures;
Develop and evaluate
mathematical arguments and
proofs;
Select and use various types of
reasoning and methods of proof.
Tres oposiciones importantes
2. Exploración vs
Prueba

The Sketchpad workbook discusses

exploration under seven headings,
most of them not part of the
traditional geometry curriculum:
Investigation, Exploration,
Demonstration, Construction,
Problem, Art and Puzzle.
ejemplo1.fig
Tres oposiciones importantes
What we really need to do, of
2. Exploración vs course, is not to
Prueba replace proof by exploration,
but to make use of both.

This is clear, first of all, when

one considers that
mathematical exploration
itself, with or without the aid
of a computer, makes much
use of deductive reasoning,
the very foundation of proof.
In the second place, it is a simple
fact that, while exploring and
proving are separate activities,
they are complementary and
reinforce each other.

The teacher’s classroom challenge is to exploit the excitement and enjoyment

of exploration to motivate students to supply a proof, or at least to make an
effort to follow a proof supplied.
3. Visualización vs Pruebas
visuales

Brown (1999) has presented some of the

well-known examples of diagrams that
might lead to error. This fact alone,
however, does not give reason to believe
that visualization does not have promise
for investigation and teaching.
3. Visualización vs Pruebas
visuales
3. Visualización vs Pruebas visuales

The question is how to extract the information

implicit in a visual representation in such a
manner as to yield a valid proof.
Finalmente…
How can these approaches best be integrated
into the mathematics curriculum as a whole,
and how can they best be used to promote
understanding?
¿PREGUNTAS?
IT BECAME CLEAR TO ME THAT A
PROOF, VALID AS IT MIGHT BE IN
TERMS OF FORMAL DERIVATION,
ACTUALLY BECOMES
BOTH CONVINCING AND
LEGITIMATE TO A MATHEMATICIAN
ONLY WHEN IT LEADS TO
REAL MATHEMATICAL
UNDERSTANDING.
PROOFS ARE THE
“MATHEMATICIAN’S WAY TO
DISPLAY THE MATHEMATICAL
MACHINERY FOR SOLVING
PROBLEMS AND TO JUSTIFY THAT A
PROPOSED SOLUTION TO A
PROBLEM IS INDEED A SOLUTION”
(RAV, 1999, P. 13).
• VERIFICATION (CONCERNED WITH THE TRUTH OF A STATEMENT)
• EXPLANATION (PROVIDING INSIGHT INTO WHY IT IS TRUE)
• SYSTEMATIZATION (THE ORGANIZATION OF VARIOUS RESULTS INTO A
DEDUCTIVE SYSTEM OF AXIOMS, MAJOR CONCEPTS AND THEOREMS)
• DISCOVERY (THE DISCOVERY OR INVENTION OF NEW RESULTS)
• COMMUNICATION (THE TRANSMISSION OF MATHEMATICAL KNOWLEDGE)
• CONSTRUCTION OF AN EMPIRICAL THEORY
• EXPLORATION OF THE MEANING OF A DEFINITION OR THE CONSEQUENCES
OF AN SSUMPTION
• INCORPORATION OF A WELL-KNOWN FACT INTO A NEW FRAMEWORK AND
THUS VIEWING IT FROM A FRESH PERSPECTIVE