Reasoning and proof in classroom (9th grade)

This paper is research oriented and pretends to contribute toward giving empirical evidence about how students develop their reasoning and how they achieved to a proof construction in school context. Its main theme is epistemology. It describes the way in which four students in 9th Grade explored a task related with the discovery of symmetry axes in various geometric figures. The proof constructed by students had essentially an explaining function and it was related with the symmetry axes of regular polygons. The teacher’s role in meaning negotiation of the proof and its need is described through illustrative episodes. The paper presents part of a study which purpose is to analyse the nature of mathematical proof in classroom, its role and the nature of the relationship between the construction of a proof and the social interactions. Assuming a social perspective, attention is focussed on the social construction of knowledge and on the structuring resources that shape mathematical experience. The study’s methodology has an interpretative nature. One outcome of the study discussed here is that students develop first a practical understanding with no awareness of the reasons founding mathematical statements and after a theoretical one leading them to a proof elaboration.

Comparing a current-carrying circular wire with polygons of equal perimeter: Magnetic field versus magnetic flux

We compare the magnetic field at the centre and the self-magnetic flux through a current-carrying circular loop, with those obtained for current-carrying polygons with the same perimeter. As the magnetic field diverges at the position of the wires, we compare the self-fluxes utilizing several regularization procedures. The calculation is best performed utilizing the vector potential, thus highlighting its usefulness in practical applications. Our analysis answers some of the intuition challenges students face when they encounter a related simple textbook example. These results can be applied directly to the determination of mutual inductances in a variety of situations.