Defining, exemplifying, conjecturing ... to proveif a number is a happy number

Authors

  • María Teresa González Universidad de Salamanca
  • Angelina Alvarado Monroy Universidad Juárez del Estado de Durango

DOI:

https://doi.org/10.35763/aiem.v1i5.73

Keywords:

happy number, concept building, concept definition,, example generation, generalization

Abstract

To instruct future mathematicians weneedto confront them to tasks in which they must perform as if they were really mathematicians. In the task described below a group of students must understand a new definition: the happy number concept definition; they must extract information to generate examples that fit the definition, they must identify non-examples and find generic organizers to construct example spaces and finallysolve a situation concerning these numbers. Theinteractions were first taped and then analyzed using the RBC-C model (Schwarz, Dreyfus,& Hershkowitz, 2009) to document how the process takes place. The results show that, although they did some conscious mistakes, the students confrontedthe task enthusiasticallyand they wenton further the initial purpose

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Published

2014-05-06

How to Cite

González, M. T., & Alvarado Monroy, A. (2014). Defining, exemplifying, conjecturing . to proveif a number is a happy number. Advances of Research in Mathematics Education, (5), 5–24. https://doi.org/10.35763/aiem.v1i5.73

Issue

No. 5 (2014)

Section

Artículos

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