Abstract:

This article describes a research proposal that studies the process of meaning of proof in calculus professors within a community of practice.
In this study we highlight some problematic aspects about proof in calculus courses from our experience as professors and researchers, and in light of some theoretical references. Among these aspects are the roles and epistemological positions about proof, teaching ways that hinder the promotion of proof activities, and the isolated teaching practice to face the proof in the classroom.
The aim of this proposal is to analyze the meaning of proof in calculus professors within a community of practice. This study will allow deepening theoretical and practical aspects related to the process of meaning of proof by calculus professors. Also it will provide theoretical elements on the functions that the proof can take in the calculus teaching process. This proposal will provide methodological elements to work with university professors, since it will expose repertoires of collaborative work to develop common purposes in the context of a community of practice (Wenger, 2001).
From the methodological point of view, our research proposal is framed in a qualitative paradigm (Creswell, 2010; Denzin & Lincoln, 2012), and it is developed under the critical theory (Guba & Lincoln, 1994, Sanchez, 1998), since the main actors of the research are people embedded in historical processes determined by economic, political and cultural contexts. Each of the participant professors is the result of these processes and in turn they transform these contexts.
We will adopt the interpretation of collaboration given by Boavida and Ponte (2010) recognizing it as a strategy to investigate the meanings that the professors assigned to proof within a community of practice. This community of practice will consist of 4-6 calculus professors at the University of Magdalena (Colombia).
For the data production we have considered the following sources: professors’ autobiography, participant observation and interviews. For the analysis of the information, we will take into account the tool category analysis (Creswell, 2010). For the triangulation of data, we will analyze in detail the information in light of the theoretical framework. Because of the nature of the project we do not declare a priori categories but we consider emerging categories.
Among the results expected at the end of this proposal has the configuration of a conceptual framework that accounts for the articulation of social practice theory of Wenger (2001), with theoretical and practical research results about the meaning of proof in calculus professors within a community of practice. Also we expected to get a detailed account of meaning of proof in calculus professors that it provides a series of practical presentations on collective constructions of some demonstrations.

Keywords:

The meaning of proof, calculus professors, community of practice.