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Instructional strategies in explicating the discovery function of proof for lower secondary school students

Instructional strategies in explicating the discovery function of proof for lower secondary school students
Instructional strategies in explicating the discovery function of proof for lower secondary school students
In this paper, we report on the analysis of teaching episodes selected from our pedagogical and cognitive research on geometry teaching that illustrate how carefully-chosen instructional strategies can guide Grade 8 students to see and appreciate the discovery function of proof in geometry
jones, keith, southampton, instruction, pedagogy, strategies, proof, secondary school, students, icmi, conference, proving, mathematics education, isbn 9789860182101
9789860182101
136-141
National Taiwan Normal University
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Ding, Liping
e04dabec-984e-4644-b838-16fba10454d2
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f

Ding, Liping and Jones, Keith (2009) Instructional strategies in explicating the discovery function of proof for lower secondary school students. In Proceedings of the ICMI Study 19 Conference: Proof and Proving in Mathematics Education. National Taiwan Normal University. pp. 136-141 .

Record type: Conference or Workshop Item (Paper)

Abstract

In this paper, we report on the analysis of teaching episodes selected from our pedagogical and cognitive research on geometry teaching that illustrate how carefully-chosen instructional strategies can guide Grade 8 students to see and appreciate the discovery function of proof in geometry

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More information

Published date: May 2009
Additional Information: The pagination of this final proof copy is exactly as it appears in the published version.
Venue - Dates: conference; 2009-05-10; 2009-05-15, Taipei, Taiwan, 2009-05-09 - 2009-05-14
Keywords: jones, keith, southampton, instruction, pedagogy, strategies, proof, secondary school, students, icmi, conference, proving, mathematics education, isbn 9789860182101
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 69297
URI: http://eprints.soton.ac.uk/id/eprint/69297
ISBN: 9789860182101
PURE UUID: a007e1f7-646f-4170-893e-170bf4cf2e90
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 03 Nov 2009
Last modified: 08 Nov 2021 16:52

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Contributors

Author: Liping Ding
Author: Keith Jones ORCID iD

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