The goal of this study is to characterize the processes involved in mathematical proof, in the context of geometry, from a cognitive perspective. In particular, the focus of this study is the characterization of the interaction between reasoning processes and verification procedures that secondary students use when solving geometry problems in a pencil-and-paper environment. The results show that the different ways of using alternative verification procedures to validate a proposition are related to the different outcomes of the reasoning in problems that require a proof.
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