@proceedings {13241,
	title = {A perspectiva de futuros professores sobre a demonstra{\c c}{\~a}o matem{\'a}tica},
	journal = {XV Congresso Internacional Galego-Portugu{\'e}s de Psicopedagogia},
	year = {2019},
	pages = {2203-2214},
	publisher = {Asociaci{\'o}n Cient{\'\i}fica Internacional de Psicopedagog{\'\i}a},
	address = {Corunha, Espanha},
	abstract = {<p>The mathematical proof is assumed as a central element in the development of Mathematics. However, proof is conceived in different ways and assumed as having different functions in Mathematics. And when we move from mathematics to its teaching, the multiplicity of perspectives becomes even more significant. This diversity can have an impact on the students and on the relationship they establish with Mathematics. In these circumstances, this study seeks knowledge over the perspectives of future teachers regarding the mathematical demonstration. Specifically, it intends to achieve a deeper knowledge over the future teachers{\textquoteright} perspectives about what is a mathematical proof and about its functions. The study adopts a qualitative approach and uses interviews to collect data. The conclusions reached point to a traditional perspective of mathematical proof, closely tied to mathematical formalism and the validation function, where the teaching context introduces some changes, adjusting the formalism to the level of the students and highlighting the understanding function of proof, but maintaining the dominant character of the algebraic language.</p>
},
	url = {https://congreso-xvgp.asocip.com/index.php/es/programacion/actas-del-congreso},
	author = {Rocha, H.}
}
