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Vol. 21 No. 1 (2018): March

ANALYSIS OF ERRORS IN GEOMETRIC TASKS OF VISUAL ARGUMENTATION BY STUDENTS WITH MATHEMATICAL TALENT

DOI
https://doi.org/10.12802/relime.18.2112
Submitted
November 3, 2022
Published
2018-03-11

Abstract

This paper analyzes the errors made by a group of twenty-five students between the ages of 13 and 16, who participate in a project to stimulate mathematical talent, when solving geometric tasks during three sessions of curricular enrichment focused on argumentation techniques. Specific errors of visual argumentation are identified (establishing false analogies between plane and space, not discussing all possible cases and reasoning from limited concrete examples) and derived from the incorrect use of the elements of reasoning, content and mathematical procedures. The correlation study shows that, for the most part, the errors are independent, both among themselves and with the scores on three tests that measure their visual and intellectual capacity. The results of the repeated measures ANOVA indicate that throughout the three sessions the frequency with which they manifest the specific errors of visual argumentation decreases significantly.

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