On skepticism and its role in the development of proof in the classroom

Author:

Brown Stacy A.

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference63 articles.

1. Antonini, S., & Mariotti, M. A. (2008). Indirect Proof: What is specific to this way of proving? ZDM—The International Journal on Mathematics Education, 40, 401–412.

2. Bailey, D. H., & Borwein, J. M. (2005). Experimental mathematics: Examples, methods, and implications. Notices of the American Mathematical Society, 52(5), 502–514.

3. Balacheff, N. (1988). Aspects of proof in pupils’ practice of school mathematics. (Translated by David Pimm). In D. Pimm (Ed.), Mathematics, Teachers, and Children (pp. 216–235). London: Hodder & Stoughton.

4. Balacheff, N. (1991). The benefits and limits of social interaction: The case of mathematical proof. In A. Bishop, S. Mellin-Olsen, & J. van Dormolen (Eds.), Mathematical knowledge: Its growth through teaching. Dordrecht, The Netherlands: Kluwer Academic.

5. Ball, D. L., Hoyles, C., Jahnke, H. N., & Movshovitz-Hadar, N. (2002). The teaching of proof. Paper presented at the International Congress of Mathematicians, Beijing, China. Volume III, 1–3, 907–920.

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