Proof and proving in mathematics education. The 19th ICMI study
DOI10.1007/978-94-007-2129-6zbMATH Open1234.00015OpenAlexW2503650848MaRDI QIDQ636718FDOQ636718
Authors:
Publication date: 29 August 2011
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
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- Taxonomies of geometric problems
- Reasoning and proof in the mathematics classroom
- The need for proof and proving: mathematical and pedagogical perspectives
- Experimental computation as an ontological game changer: the impact of modern mathematical computation tools on the ontology of mathematics
- Principles of task design for conjecturing and proving
- Proving activity: participating in the production of a theorem
- Focus in high school mathematics. Reasoning and sense making in geometry
- The long-term cognitive development of reasoning and proof
- Proofs, semiotics and artefacts of information technologies
- Explanation and Proof in Mathematics
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- A model of reading comprehension of geometric proofs -- the effect of its application
- Teaching and learning proof across the grades. A K-16 perspective
- Mathematical proof: from mathematics to school mathematics
- On the educational legacies of Jonathan M. Borwein
- Bridging knowing and proving in mathematics: A didactical perspective
- Historical artefacts, semiotic mediation and teaching proof
- Experimentation and proof in mathematics
- Cognitive development of proof
- Experimental approaches to theoretical thinking: artefacts and proofs. With a response by Jonathan M. Borwein and Judy-anne Osborn
- Why proof? A historian's perspective
- Forms of proof and proving in the classroom
- From exploration to proof production
- Argumentation and proof in the mathematics classroom
- About the teaching and learning of proof in mathematics
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