Mathematics Teachers' Conceptions of Proof and Proof-Instruction
نویسندگان
چکیده
منابع مشابه
Student Teachers’ Conceptions of Mathematical Proof
ion Step two is for each student teacher, individually, to produce their own representation of their conception of mathematical proof using any or all of the above key terms (or others that they might choose), arranging them on a blank piece of paper from their own perspective, and joining Mathematics Education Review, Volume 9, May 1997 pp21-32 27 key terms in what they consider a meaningful w...
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670 NOTICES OF THE AMS VOLUME 42, NUMBER 6 T he English word “prove”—as its Old French and Latin ancestors—has two basic meanings: to try or test, and to establish beyond doubt. The first meaning is largely archaic, though it survives in technical expressions (printer’s proofs) and adages (the exception proves the rule, the proof of the pudding). That these two meanings could have coexisted for...
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We present results of an investigation of preservice secondary mathematics and science teachers’ conceptions of project-based instruction (PBI) and their enactments of PBI in apprentice (student) teaching. We evaluated their thinking and implementations within a composite framework based on the work of education researchers. We analyzed survey responses, both qualitatively and statistically, fr...
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Corrected version Nov.20: a confused slide on the functional interpretation of weak compactness as well as a slide stating a bound on Browder's theorem have been deleted as the latter has been superseded meanwhile: weak compactess can be bypassed resulting in a primitive recursive bound.
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ژورنال
عنوان ژورنال: Communications of Mathematical Education
سال: 2014
ISSN: 1226-6663
DOI: 10.7468/jksmee.2014.28.4.513