Lesson plays as an approach to learning to teach proving-Reference-Cited by-同舟云学术

Lesson plays as an approach to learning to teach proving

Published:2023-12-10 Issue: Volume: Page:1-25
ISSN:0020-739X
Container-title:International Journal of Mathematical Education in Science and Technology
language:en
Short-container-title:International Journal of Mathematical Education in Science and Technology

Author:

Arnesen Kristin Krogh¹^ORCID,Valenta Anita¹^ORCID

Affiliation:

1. Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway

Funder

ProPrimEd – Reasoning and Proving in Primary Education

Norwegian Research Council

Norwegian University of Science and Technology

Publisher

Informa UK Limited

Subject

Applied Mathematics,Education,Mathematics (miscellaneous)

Link

https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2023.2288822

Reference73 articles.

1. Arnesen, K. K., Enge, O., Grimeland, Y., & Hansen, T. H. (2017). How do prospective teachers imagine mathematical discussions on fraction comparison? In T. Dooley & G. Gueudet (Eds.), Proceedings of the tenth congress of the European society for research in mathematics education (CERME10). DCU Institute of Education and ERME. https://hal.archives-ouvertes.fr/hal-01949161

2. Advances in Mathematics Education Research on Proof and Proving

3. Balacheff, N. (1988). Aspects of proof in pupils’ practice of school mathematics. In D. Pimm (Ed.), Mathematics, teachers and children (pp. 216–235). Hodder & Stoughton.

4. Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities

5. Brown, L., & Coles, A. (2000). Same/different: A ‘natural’ way of learning mathematics. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th conference of the international group for the psychology of mathematics education (Vol. 2, pp. 113–120). Hiroshima University.