A dilemma that underlies an existence proof in geometry

Proving an existence theorem is less intuitive than proving other theorems. This article presents a semiotic analysis of significant fragments of classroom meaning-making which took place during the class-session in which the existence of the midpoint of a linesegment was proven. The purpose of the...

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Detalles Bibliográficos
Autores Principales: Samper, Carmen, Perry, Patricia, Camargo, Leonor, Sáenz-Ludlow, Adalira, Molina, Óscar
Formato: Artículo (Article)
Lenguaje:Inglés (English)
Publicado: 2020
Acceso en línea:http://hdl.handle.net/1992/32353