@proceedings {12292,
	title = {Demonstra{\c c}{\~a}o matem{\'a}tica versus demonstra{\c c}{\~a}o no ensino da Matem{\'a}tica {\textendash} a perspetiva de professores [Mathematical proof versus proof on mathematics teaching {\textendash} the teachers{\textquoteright} point of view]},
	journal = {SIEM},
	year = {2018},
	pages = {70-82},
	publisher = {APM},
	address = {Almada, Portugal},
	abstract = {<p>This study intends to analyze the perspectives of teachers of different levels regarding proof and its functions in Mathematics and Mathematics teaching. Adopting a methodology of a qualitative nature, and based on interviews, the perspectives of teachers of upper secondary, higher education and training teachers of Mathematics were collected. The conclusions reached suggest that teachers seem to share a formal conception of mathematical proof, recognizing the need to introduce some simplification when considering proof in Mathematics teaching as well as the importance of their functions of validation, contribution to learning and even a cultural function.</p>
},
	url = {http://domitila.edu.pt/ProfMat2018/docs/Atas\%20SIEM2018.pdf},
	author = {Rocha, H.}
}
