FOSTERING INTERNAL NEED FOR PROOF: A READING OF THE GENESIS OF PROOF IN ANCIENT GREECE.

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Title:	FOSTERING INTERNAL NEED FOR PROOF: A READING OF THE GENESIS OF PROOF IN ANCIENT GREECE.
Authors:	Moutsios-Rentzos, Andreas¹ Moutsiosrent@math.uoa.gr, Spyrou, Panagiotis¹
Source:	Philosophy of Mathematics Education Journal. 2015, Issue 29, p1-18. 18p.
Subject Terms:	*Mathematics education, Phenomenology, Mathematical programming
Abstract:	The students’ internal need for proof is at the crux of their learning mathematics. In this essay, we present a multi-faceted reading of the historical genesis of proof in ancient Greece, including socio-cultural, economic and epistemological aspects. We argue that by re-visiting this reading through Husserl’s transcendental phenomenology a didactical framework that fosters the students’ fully-fledged need for proof may be built. Importantly, we posit that, in contrast with existing approaches, this framework allows for the students’ developing internal need for organising the corpus of mathematical knowledge within a deductively derived structure. [ABSTRACT FROM AUTHOR]
	Copyright of Philosophy of Mathematics Education Journal is the property of Paul Ernest, Emeritus Professor at University of Exeter, School of Education & Lifelong Learning and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

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Abstract:	The students’ internal need for proof is at the crux of their learning mathematics. In this essay, we present a multi-faceted reading of the historical genesis of proof in ancient Greece, including socio-cultural, economic and epistemological aspects. We argue that by re-visiting this reading through Husserl’s transcendental phenomenology a didactical framework that fosters the students’ fully-fledged need for proof may be built. Importantly, we posit that, in contrast with existing approaches, this framework allows for the students’ developing internal need for organising the corpus of mathematical knowledge within a deductively derived structure. [ABSTRACT FROM AUTHOR]
ISSN:	14652978