Initial perceptions of mathematical reasoning among lower and upper secondary school students in Andorra

Authors

Keywords:

Reasoning, demonstration, mathematics, secondary education

Abstract

This study evaluates students’ initial perceptions of various types of reasoning, with the aim to determine whether they understand these concepts and to assess their ability to distinguish between empirical verifications and generic demonstrations. The sample includes 28 lower secondary school students and 41 upper secondary school students, distributed into four heterogeneous groups (two from each level), none with any prior training in demonstrations. The participants took a test in which they had to evaluate different reasonings provided for the same property and then demonstrate a similar property. The results show that upper secondary school students are better at recognizing the limitations of empirical reasoning and show a greater inclination towards algebra, while lower secondary school students tend to prefer reasoning based on empirical verification through examples. A significant difference is also detected between perceived understanding and the ability to apply reasoning to a similar property. Additionally, nearly all students face difficulties in formulating an acceptable demonstration, making errors in both the use of algebra and the understanding of the underlying concepts. These results indicate a need to work on the understanding of visual representations and to help students focus on the general characteristics of generic examples in order to enhance their capacity to comprehend demonstrations.

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Published

2025-11-03

How to Cite

Cerqueda Santacreu, G., & Colom Torrens, Y. (2025). Initial perceptions of mathematical reasoning among lower and upper secondary school students in Andorra. Revista Catalana De Pedagogia, 28, 68–84. Retrieved from https://revistes.iec.cat/index.php/RCP/article/view/154438

Issue

Vol. 28 (2025): Tendències d’èxit, realitats emergents i noves expectatives en educació

Section

Research articles

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Copyright (c) 2025 Georgina Cerqueda Santacreu

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