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Proof, proving, and teacher-student interaction: theories and contexts

Record type: Book Section

This chapter focuses on the role of the teacher in teaching proof and proving in the mathematics classroom. Within an over-arching theme of diversity (of countries, curricula, student age-levels, teachers' knowledge, and so forth), we review three carefully-selected relevant theories: socio-mathematical norms, teaching with variation, and instructional exchanges. Each of these theories starts from the abstraction of observations in existing school mathematics classrooms and uses those observations to probe into the rationality of teachers in order to understand what sustains those classroom contexts and also how such contexts might be changed. We argue that each theory offers insight into the role of the teacher in the teaching and learning of proof and proving. In informing future research, this chapter provides support for meeting the challenge of theorising about the role of the teacher in the teaching and learning of proof and proving in mathematics classrooms across the diverse contexts worldwide.

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Citation

Jones, Keith and Herbst, Patricio (2012) Proof, proving, and teacher-student interaction: theories and contexts In, Hanna, Gila and de Villiers, Michael (eds.) Proof and Proving in Mathematics Education: the 19th ICMI Study. New York, US, Springer pp. 261-277. (New ICMI Study Series, 15). (doi:10.1007/978-94-007-2129-6_11).

More information

Published date: September 2012
Additional Information: The pagination of this author's version is almost identical to the published version.
Keywords: pedagogy, curriculum, teaching, learning, mathematics, geometric, geometrical, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean, classroom, student, teacher, interaction, socio-mathematical norms, variation, instructional exchange, theory, theories, variation theory, teaching with variation
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 183005
URI: http://eprints.soton.ac.uk/id/eprint/183005
ISBN: 9789400721289
PURE UUID: 35f7b2c0-559a-4265-af6d-549732cedd5f
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 03 May 2011 08:21
Last modified: 18 Jul 2017 11:56

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