Revealing structures of argumentations in classroom proving processes

DOI10.1007/978-94-007-6534-4_8MaRDI QIDQ2950034zbMATH OpenOpenAlexFDO

Authors

Publication date 5 October 2015

Published in The Argument of Mathematics (Search for Journal in Brave)

Full work available at URL https://doi.org/10.1007/978-94-007-6534-4_8

zbMATH Keywords

argumentation structuresclassroom proving processesmathematics educationproofToulmin

Mathematics Subject Classification ID

Methodology of mathematics (00A35) Reasoning and proving in the mathematics classroom (97E50)

Recommendations

• Argumentation and proof in the mathematics classroom
• Examining the role of logic in teaching proof
• Proof, proving, and teacher-student interaction: theories and contexts
• The informal logic of mathematical proof
• Reading proofs with understanding

Cites work

• scientific article; zbMATH DE number 47925 (Why is no real title available?)
• scientific article; zbMATH DE number 1139168 (Why is no real title available?)
• Managing Informal Mathematical Knowledge: Techniques from Informal Logic

Cited in

(9)

• Challenges in educational reform: an experiment on active learning in mathematics
• Debate-based learning game for constructing mathematical proofs
• Anatomy of a multi-section calculus semester: a student's-eye view
• Proof, proving, and teacher-student interaction: theories and contexts
• Argumentation and proof in the mathematics classroom
• Examining the role of logic in teaching proof
• Reading proofs with understanding
• Middle school mathematics teachers' responses to a student's mistaken mathematical conjecture and justification
• The informal logic of mathematical proof

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