About the teaching and learning of proof and proving: cognitive issues, curricular issues and beyond
About the teaching and learning of proof and proving: cognitive issues, curricular issues and beyond
In this commentary we provide an analytical look at the four studies reported within this theme of the volume and we discuss related issues and insights that we obtained from these studies. We offer a focused view of each study in the same order as presented in the four preceding chapters, and we conclude that these studies not only provide new insights into various cognitive and curricular issues in the teaching and learning of proof and proving, but also raise additional issues in relation to curriculum, textbooks and teacher education and professional development. Based on our analysis, we contend that mathematics education research in the area of proof and proving is still at an early stage, given that most studies are relatively small-scale and exploratory in nature. Further theoretical and methodological work, and more in-depth studies, especially larger-scale confirmatory and experimental studies, are needed to move research in this area forward.
teaching, prrof, proving, school, mathematics
215-222
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
January 2018
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Fan, Lianghuo and Jones, Keith
(2018)
About the teaching and learning of proof and proving: cognitive issues, curricular issues and beyond.
In,
Stylianides, Andreas and Harel, Guershon
(eds.)
Advances in Mathematics Education Research on Proof and Proving: An International Perspective.
(ICME-13 Monographs)
Cham, Switzerland.
Springer, .
(doi:10.1007/978-3-319-70996-3_15).
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Book Section
Abstract
In this commentary we provide an analytical look at the four studies reported within this theme of the volume and we discuss related issues and insights that we obtained from these studies. We offer a focused view of each study in the same order as presented in the four preceding chapters, and we conclude that these studies not only provide new insights into various cognitive and curricular issues in the teaching and learning of proof and proving, but also raise additional issues in relation to curriculum, textbooks and teacher education and professional development. Based on our analysis, we contend that mathematics education research in the area of proof and proving is still at an early stage, given that most studies are relatively small-scale and exploratory in nature. Further theoretical and methodological work, and more in-depth studies, especially larger-scale confirmatory and experimental studies, are needed to move research in this area forward.
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More information
Accepted/In Press date: 17 October 2017
e-pub ahead of print date: 13 January 2018
Published date: January 2018
Keywords:
teaching, prrof, proving, school, mathematics
Identifiers
Local EPrints ID: 419353
URI: http://eprints.soton.ac.uk/id/eprint/419353
ISSN: 2520-8322
PURE UUID: 440b7d1b-e501-4926-96ad-036f89443f6b
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Date deposited: 11 Apr 2018 16:30
Last modified: 15 Mar 2024 19:13
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Contributors
Editor:
Andreas Stylianides
Editor:
Guershon Harel
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