Interpretación cognitiva de los enunciados de los teoremas

Abstract

T. This is the third paper of a trilogy which, at the same time, is part of a much larger research project on demonstrations in Mathematics that is being
carried out in the Department of Math Teaching of the University of Valladolid. The problem to be dealt with in this article came to light while analyzing the proof
schemes of sixteen- and seventeen-year-old students, who had serious difficulties differentiating the hypothesis of a theorem from the conclusion in different types of mathematical formulations. This became even more problematic when the expressions contained mathematical terms. Students can be aided in learning to comprehend mathematical statements through adequate teaching methods.