It is a common assumption that taking a mathematics course and passing the exam means that one has mastered the course requirements and gained a sufficiently deep understanding of the course material. According to the communication part of the Van Hiele Theory, if someone does not reach the expected entry-level, they won't be able to develop during the course.In our research, we investigated this contradiction in the field of geometry. We examined this phenomenon with mathematics major and pre-service mathematics teacher students during their first geometry course.
Recently more and more ethical issues arise in several sciences. We think that didactics of mathematics is not an exception. In this paper we investigate the question whether we can allow from mathematical precision in talent care. We suggest that these questions origin even from the formulation of a problem. The formulation of three well-known math problem is analized.
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