Mathematical proof and epistemological obstacles: Assumptions of the methodological teaching proposal of the Fedathi sequence

Carlos Henrique Delmiro Araújo; Daniel Brandão Menezes

doi:10.29333/iejme/12315

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Carlos Henrique Delmiro Araújo ¹ ^* , Daniel Brandão Menezes ²

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¹ Secretaria Municipal de Educação de Canindé, BRAZIL² Universidade Estadual Vale do Acaraú, BRAZIL^* Corresponding Author

Abstract

The Multimedia Research Laboratory, inserted in the Federal University of Ceará has the Multimedia Mathematics Education Group, in which they study the mathematics teaching with the methodological contribution of the Fedathi sequence (FS). In one of the study meetings, the members raised the issue of how a class in the light of the FS could be, which would address mathematical proof. To this end, the mathematical object used to illustrate the answer to this question was the ordering in the set of rational numbers, aiming at the didactic session in the mathematics undergraduate course. Thus, this research aimed to develop a model of mathematical proof approach based on the FS methodological proposal, attempting to solve the issue raised. To make this work possible, the FS research methodology was used, with a qualitative bias. Regarding the results, it was possible to develop the model with the purpose of performing mathematical proof using the FS as a teaching methodology, considering that this way of mediating knowledge is not a transmission of content, but rather, a way of providing learning.

Keywords

rational numbers
ordered field
teaching methodology

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 4, Article No: em0707

https://doi.org/10.29333/iejme/12315

Publication date: 06 Aug 2022

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How to cite this article

APA

Araújo, C. H. D., & Menezes, D. B. (2022). Mathematical proof and epistemological obstacles: Assumptions of the methodological teaching proposal of the Fedathi sequence. International Electronic Journal of Mathematics Education, 17(4), em0707. https://doi.org/10.29333/iejme/12315

Vancouver

Araújo CHD, Menezes DB. Mathematical proof and epistemological obstacles: Assumptions of the methodological teaching proposal of the Fedathi sequence. INT ELECT J MATH ED. 2022;17(4):em0707. https://doi.org/10.29333/iejme/12315

AMA

Araújo CHD, Menezes DB. Mathematical proof and epistemological obstacles: Assumptions of the methodological teaching proposal of the Fedathi sequence. INT ELECT J MATH ED. 2022;17(4), em0707. https://doi.org/10.29333/iejme/12315

Chicago

Araújo, Carlos Henrique Delmiro, and Daniel Brandão Menezes. "Mathematical proof and epistemological obstacles: Assumptions of the methodological teaching proposal of the Fedathi sequence". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0707. https://doi.org/10.29333/iejme/12315

Harvard

Araújo, C. H. D., and Menezes, D. B. (2022). Mathematical proof and epistemological obstacles: Assumptions of the methodological teaching proposal of the Fedathi sequence. International Electronic Journal of Mathematics Education, 17(4), em0707. https://doi.org/10.29333/iejme/12315

MLA

Araújo, Carlos Henrique Delmiro et al. "Mathematical proof and epistemological obstacles: Assumptions of the methodological teaching proposal of the Fedathi sequence". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0707. https://doi.org/10.29333/iejme/12315