Proof and proving in primary school: an experimental approach.

A growing interest is shown, at the international level, for teaching and learning activities where the participation of students is encouraged by experimental approach. Aim of this paper is to show that experimental approach is not against the development of a theoretical attitude. Three different case studies are discussed, concerning teaching and learning in primary school. Additional data, collected during the classroom experiments, are presented to focus on the teacher's role and on the ways of constructing experimental settings where a theoretical attitude is nurtured rather than obstructed, to produce general methods and to construct mathematical proofs.