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...
Autores Principales: | , , , , |
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Formato: | Artículo (Article) |
Lenguaje: | Inglés (English) |
Publicado: |
2020
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Materias: | |
Acceso en línea: | http://hdl.handle.net/1992/32353 |