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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
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
2520-8322
215-222
Springer
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Stylianides, Andreas
Harel, Guershon
Fan, Lianghuo
28afe582-cd04-4ddc-9acb-a12494af79e0
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Stylianides, Andreas
Harel, Guershon

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, , (doi:10.1007/978-3-319-70996-3_15)) Cham, Switzerland. Springer, pp. 215-222. (doi:10.1007/978-3-319-70996-3_15).

Record type: 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: https://eprints.soton.ac.uk/id/eprint/419353
ISSN: 2520-8322
PURE UUID: 440b7d1b-e501-4926-96ad-036f89443f6b
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

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Date deposited: 11 Apr 2018 16:30
Last modified: 14 Mar 2019 01:53

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Contributors

Author: Lianghuo Fan
Author: Keith Jones ORCID iD
Editor: Andreas Stylianides
Editor: Guershon Harel

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