000 05548nam a22005295i 4500
999 _c97815
_d97815
001 978-3-319-70996-3
003 DE-He213
005 20191024093348.0
007 cr nn 008mamaa
008 180112s2018 gw | s |||| 0|eng d
020 _a9783319709963
024 7 _a10.1007/978-3-319-70996-3
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aEDU029010
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPB
_2thema
082 0 4 _a370
_223
245 1 0 _aAdvances in Mathematics Education Research on Proof and Proving
_h[electronic resource] :
_bAn International Perspective /
_cedited by Andreas J. Stylianides, Guershon Harel.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2018.
300 _aXI, 301 p. 48 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aICME-13 Monographs,
_x2520-8322
505 0 _aPreface -- Theme 1: Epistemological Issues Related to Proof and Proving -- Chapter 1. Reflections on proof as explanation -- Chapter 2. Working on proofs as contributing to conceptualization - The case of IR completeness -- Chapter 3. Types of epistemological justifications, with particular reference to complex numbers,- Chapter 4. Mathematical argumentation in elementary teacher education: The key role of the cultural analysis of the content -- Chapter 5. Toward an evolving theory of mathematical practice informing pedagogy: What standards for this research paradigm should we adopt? -- Theme 2: Classroom-Based Issues Related to Proof and Proving -- Chapter 6. Constructing and validating the solution to a mathematical problem: The teacher’s prompt -- Chapter 7. Addressing key and persistent problems of students’ learning: The case of proof -- Chapter 8. How can a teacher support students in constructing a proof? -- Chapter 9. Proof validation and modification by example generation: A classroom-based intervention in secondary school geometry -- Chapter 10. Classroom-based issues related to proofs and proving -- Theme 3: Cognitive and Curricular Issues Related to Proof and Proving -- Chapter 11. Mathematical argumentation in pupils’ written dialogues -- Chapter 12. The need for “linearity” of deductive logic: An examination of expert and novice proving processes -- Chapter 13. Reasoning-and-proving in algebra in school mathematics textbooks in Hong Kong -- Chapter 14. Irish teachers' perceptions of reasoning-and-proving amidst a national educational reform -- Chapter 15. About the teaching and learning of proof and proving: Cognitive issues, curricular issues and beyond -- Theme 4: Issues Related to The Use of Examples in Proof and Proving -- Chapter 16. How do pre-service teachers rate the conviction, verification and explanatory power of different kinds of proofs? -- Chapter 17. When is a generic argument a proof? -- Chapter 18. Systematic exploration of examples as proof: Analysis with four theoretical frameworks -- Chapter 19. Using examples of unsuccessful arguments to facilitate students’ reflection on their processes of proving -- Chapter 20. Genericity, conviction, and conventions: Examples that prove and examples that don’t prove.
520 _aThis book explores new trends and developments in mathematics education research related to proof and proving, the implications of these trends and developments for theory and practice, and directions for future research. With contributions from researchers working in twelve different countries, the book brings also an international perspective to the discussion and debate of the state of the art in this important area. The book is organized around the following four themes, which reflect the breadth of issues addressed in the book: •    Theme 1: Epistemological issues related to proof and proving; •    Theme 2: Classroom-based issues related to proof and proving; •    Theme 3: Cognitive and curricular issues related to proof and proving; and •    Theme 4: Issues related to the use of examples in proof and proving. Under each theme there are four main chapters and a concluding chapter offering a commentary on the theme overall.
650 0 _aMathematics.
650 0 _aStudy Skills.
650 1 4 _aMathematics Education.
_0http://scigraph.springernature.com/things/product-market-codes/O25000
650 2 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aLearning & Instruction.
_0http://scigraph.springernature.com/things/product-market-codes/O22000
650 2 4 _aStudy and Learning Skills.
_0http://scigraph.springernature.com/things/product-market-codes/O53010
650 2 4 _aInternational and Comparative Education.
_0http://scigraph.springernature.com/things/product-market-codes/O13000
700 1 _aStylianides, Andreas J.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aHarel, Guershon.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9783319709956
776 0 8 _iPrinted edition:
_z9783319709970
776 0 8 _iPrinted edition:
_z9783319890258
830 0 _aICME-13 Monographs,
_x2520-8322
856 4 0 _uhttps://doi.org/10.1007/978-3-319-70996-3
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK