Abstract
It is generally accepted that proof is central to mathematics. There is less agreement about how proof should be introduced at school level. We propose an approach—based on the systematic exploitation of structured calculation—which builds the notion of objective mathematical proof into the curriculum for all pupils from the earliest years. To underline the urgent need for such a change we analyse the current situation in England—including explicit evidence of the extent to which current instruction fails even the best students.
Kurzreferat
Es ist allgemein akzeptiert, dass Beweisen ein zentrales Thema der Mathematik ist. Weniger klar ist, wie dieses Thema im Rahmen des Unterrichts in der Schule behandelt werden sollte. In diesem Beitrag wird ein Weg vorgeschlagen, der auf der systematischen Nutzung eines strukturierten Kalküls basiert. Damit ist die Idee des mathematischen Beweises im Unterricht bereits zu einem sehr frühen Zeitpunkt in den Unterricht zu integrieren. Um die Bedeutung des Themas für den Unterricht zu belegen, wird die derzeitige Situation an Schulen in England betrachtet, die als wenig hilfreich selbst für manche gute Schülerinnen und Schüler angesehen wird.
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Gardiner, T. Learning to prove: using structured templates for multi-step calculations as an introduction to local deduction. Zentralblatt für Didaktik der Mathematik 36, 67–76 (2004). https://doi.org/10.1007/BF02655761
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DOI: https://doi.org/10.1007/BF02655761