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This study focuses on the geometric thinking of first-year pre-service middle school mathematics teachers and the potential contribution of folding problems to improving this thinking with respect to proofs. A significant proportion of these students do not work with the level of reasoning that might be expected, relying in part on observations or measurements on the geometric diagram when asked to prove an assertion. To foster the entry of these students into deductive geometry, while at the same time offering to every student a first discovery of concepts related to the teaching and learning of plane geometry, we designed and experimented a teaching sequence based on folding problems.

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Approaching Proof in Geometry by Folding Problems with Pre-service Teachers

  • 会议论文

  • 发表日期：

    2026年

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  • Laure Ninove

摘要

This study focuses on the geometric thinking of first-year pre-service middle school mathematics teachers and the potential contribution of folding problems to improving this thinking with respect to proofs. A significant proportion of these students do not work with the level of reasoning that might be expected, relying in part on observations or measurements on the geometric diagram when asked to prove an assertion. To foster the entry of these students into deductive geometry, while at the same time offering to every student a first discovery of concepts related to the teaching and learning of plane geometry, we designed and experimented a teaching sequence based on folding problems.