Reconocimiento de procesos matemáticos en alumnos de primer curso de Bachillerato

Abstract

This is the second paper of a trilogy in which we give an account of a research about learning cognitive aspects of the mathematical proof. We here present a study on the sixteen/seventeen years old students’ recognition of different mathematical processes. In this study, we witness the construction and enrichment of the idea of recognition proper; we also inform about the difficul­ties of the students in this task and propose instructions in order to improve this skill.