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• Heuristic arguments and rigorous proofs in secondary school education

  167-184

  Zsolt Fülöp

  Views:

  25

  In this paper we are going to discuss some possible applications of the mechanical method, especially the lever principle, in order to formulate heuristic conjectures related to the volume of three-dimensional solids. In the secondary school educational processes the heuristic arguments are no less important than the rigorous mathematical proofs. Between the ancient Greek mathematicians Archimedes was the first who made heuristic conjectures with the methods of Mechanics and proved them with the rigorous rules of Mathematics, in a period, when the methods of integration were not known. For a present day mathematician (or a secondary school mathematics teacher) the tools of the definite integral calculus are available in order to calculate the volume of three dimensional bodies, such as paraboloids, ellipsoids, segments of a sphere or segments of an ellipsoid. But in the secondary school educational process, it is also interesting to make heuristic conjectures by the use of the Archimedean method. It can be understood easily, but it is beyond the normal secondary school curriculum, so we recommend it only to the most talented students or to the secondary schools with advanced mathematical teaching programme.

• MRP tasks, critical thinking and intrinsic motivation to proving

  149-168

  Zdenko Takáč

  Views:

  23

  The lack of students' need for proof is often discussed. This is an important topic, on which quite a few others have written ([26], [27], [28], [17], [8]). Nevertheless, there is limited research knowledge about how teacher can participate in process of raising of students' intrinsic motivation to proving. In this article, we discuss relationships between intrinsic motivation to proving, critical thinking and special activity – engaging with so-called MRP tasks. We present here results of a research carried out by author in two elementary schools (21 classes, grade 5-9) in Ruzomberok, Slovakia. We identified the interesting relationship between students' dealing with MRP tasks and increasing of their intrinsic motivation to proving.