Teaching and Learning Proof Across the Grades : A K-16 Perspective
by Stylianou, Despina A.; Blanton, Maria L.; Knuth, Eric J.Pub. Date: 2010-08-18
Publisher(s): Taylor & Francis
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Summary
This new collection provides a much-needed forum for mathematics educators to articulate a connected K-16 "story" of proof. This book both highlights the ideas that have recently emerged on proof research and defines an agenda for future study.
Table of Contents
| Series Editor's Foreword: The Soul of Mathematics | |
| Preface | |
| List of Contributors | |
| Introduction | |
| Theoretical Considerations on the Teaching and Learning of Proof | |
| What I Would Like My Students to Already Know About Proof | |
| Exploring Relationships Between Disciplinary Knowledge and School Mathematics: Implications For Understanding the Place of Reasoning And Proof in School Mathematics | |
| Proving and Knowing In Public: The Nature of Proof in A Classroom | |
| Teaching and Learning of Proof in the Elementary Grades | |
| Representation-based Proof in the Elementary Grades | |
| Representations that Enable Children To Engage in Deductive Argument | |
| Young Mathematicians At Work: The Role of Contexts And Models in the Emergence of Proof | |
| Children's Reasoning: Discovering the Idea of Mathematical Proof | |
| Aspects of Teaching Proving In Upper Elementary School | |
| Teaching and Learning of Proof in Middle Grades and High School | |
| Middle School Students" Production of Mathematical Justifications | |
| From Empirical to Structural Reasoning in Mathematics: Tracking Changes Over Time | |
| Developing Argumentation and Proof Competencies in the Mathematics Classroom | |
| Formal Proof in High School Geometry: Student Perceptions of Structure, Validity And Purpose | |
| When is an Argument Just An Argument? The Refinement of Mathematical Argumentation | |
| Reasoning-and-Proving in School Mathematics: The Case of Pattern Identification | |
| "Doing Proofs" in Geometry Classrooms | |
| Teaching and Learning of Proof in College | |
| College Instructors" Views of Students Vis-Ãí-Vis Proof | |
| Understanding Instructional Scaffolding in Classroom Discourse on Proof | |
| Building a Community of Inquiry in a Problem-Based Undergraduate Number Theory Course: The Role of the Instructor | |
| Proof in Advanced Mathematics Classes: Semantic and Syntactic Reasoning in the Representation System of Proof | |
| Teaching Proving by Coordinating Aspects of Proofs with Students" Abilities | |
| Current Contributions toward Comprehensive Perspectives on the Learning and Teaching of Proof | |
| References | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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