Assigning mathematics tasks versus providing pre-fabricated mathematics in order to support learning to prove
Patricia Perry, Leonor Camargo, Carmen Samper, Óscar Molina, Armando Echeverry · 2009
We present types of mathematics tasks that we propose to our students —future high school mathematics teachers— in a geometry course whose objective is learning to prove and whose enterprise is collectively building an axiomatic system for a portion of plane geometry. We pursue the achievement of the course objective by involving students in different types of tasks instead of providing them with pre-fabricated mathematics.