A. Morales, Edgardo Locia, Otilio B. Mederos, Melvis Ramírez, J. M. Sigarreta
{"title":"数学反例的理论教学方法","authors":"A. Morales, Edgardo Locia, Otilio B. Mederos, Melvis Ramírez, J. M. Sigarreta","doi":"10.24297/IJREM.V9I1.8013","DOIUrl":null,"url":null,"abstract":"This article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.","PeriodicalId":247415,"journal":{"name":"International Journal of Research in Education Methodology","volume":"26 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"The Theoretical didactic approach to the counterexample in mathematics\",\"authors\":\"A. Morales, Edgardo Locia, Otilio B. Mederos, Melvis Ramírez, J. M. Sigarreta\",\"doi\":\"10.24297/IJREM.V9I1.8013\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.\",\"PeriodicalId\":247415,\"journal\":{\"name\":\"International Journal of Research in Education Methodology\",\"volume\":\"26 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2019-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Research in Education Methodology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.24297/IJREM.V9I1.8013\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Research in Education Methodology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.24297/IJREM.V9I1.8013","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Theoretical didactic approach to the counterexample in mathematics
This article describes a theoretical-didactic approach to the counterexample within mathematics and its process of teaching-learning, emphasizing the importance of inducing a logical thinking by introducing counterexamples as a process of maturation of mathematical thinking. In addition, it is argued that the counterexamples are not very used in the teaching of mathematics, unlike the important role they have in the professional mathematic activity.
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