Conceptions of Proof – In Research and Teaching

DOI10.1007/978-94-007-2129-6_7zbMath1247.97007OpenAlexW2254450141MaRDI 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

zbMATH Keywords

mathematics educationmetaknowledgebeliefs of proofsconceptions from empirical researchproof conceptionsrole of proofs

Mathematics Subject Classification ID

Reasoning and proving in the mathematics classroom (97E50) Philosophy and mathematics (educational aspects) (97E20) Cognitive processes, learning theories (aspects of mathematics education) (97C30) Affective behavior and mathematics education (97C20)

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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