Conceptions of Proof – In Research and Teaching
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Publication:2915851
DOI10.1007/978-94-007-2129-6_7zbMath1247.97007MaRDI QIDQ2915851
Richard Cabassut, Filyet Aslı İşçimen, Hans Niels Jahnke, Annamarie Conner, Francesca Morselli, Fulvia Furinghetti
Publication date: 19 September 2012
Published in: New ICMI Study Series (Search for Journal in Brave)
Full work available at URL: https://doi.org/10.1007/978-94-007-2129-6_7
mathematics education; metaknowledge; beliefs of proofs; conceptions from empirical research; proof conceptions; role of proofs
97E50: Reasoning and proving in the mathematics classroom
97E20: Philosophy and mathematics (educational aspects)
97C30: Cognitive processes, learning theories (aspects of mathematics education)
97C20: Affective behavior and mathematics education
Cites Work
- Exceptions and counterexamples: understanding Abel's comment on Cauchy's theorem
- The Conjoint Origin of Proof and Theoretical Physics
- Proofs as Bearers of Mathematical Knowledge
- Bridging Knowing and Proving in Mathematics: A Didactical Perspective
- Why Do We Prove Theorems?
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