Abstract
This paper presents the results of a study aimed at diagnosing how newly enrolled mathematics majors reason from a mathematical standpoint when they are required to perform inductive and deductive processes and validate or refute claims of a general nature. The theoretical framework underpinning this research comprises studies and investigations related to mathematical reasoning. The results of this diagnostic reveal that students lack mathematical reasoning skills that would allow them to justify statements of a general nature. In addition, they face difficulties in the development of deductive reasoning, are prone to generalize based on specific cases and lack skills in mathematical argumentation. On the other hand, they lack basic algebra skills such as developing square binomials and factoring. These findings highlight the need to design and implement a didactic proposal that fosters the development of reasoning and argumentation in students.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INT ELECT J MATH ED, Volume 19, Issue 3, August 2024, Article No: em0788
https://doi.org/10.29333/iejme/14862
Publication date: 23 Jul 2024
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