Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn-Reference-Cited by-同舟云学术

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Collegiate mathematics teaching in proof-based courses: What we now know and what we have yet to learn

Published:2022-09 Issue: Volume:67 Page:100986
ISSN:0732-3123
Container-title:The Journal of Mathematical Behavior
language:en
Short-container-title:The Journal of Mathematical Behavior

Author:

Melhuish Kathleen,Fukawa-Connelly Timothy,Dawkins Paul C.,Woods Christian,Weber Keith

Publisher

Elsevier BV

Subject

Applied Mathematics,Education,Mathematics (miscellaneous)

Reference112 articles.

1. Mathematicians’ perspectives on the teaching and learning of proof;Alcock,2010

2. Tilting the classroom;Alcock;London Mathematical Society Newsletter,2018

3. Investigating and improving undergraduate proof comprehension;Alcock;Notices of the AMS,2015

4. Definitions: Dealing with categories mathematically;Alcock;For the Learning of Mathematics,2002

5. The next time around: scaffolding and shifts in argumentation in initial and subsequent implementations of inquiry-oriented instructional materials;Andrews-Larson;The Journal of Mathematical Behavior,2019

Cited by 18 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. The PRIUM qualitative framework for assessment of proof comprehension: a result of collaboration among mathematicians and mathematics educators;ZDM – Mathematics Education;2024-08-28

2. Proving routines in a lecturer’s mathematical discourse for proof teaching: a case of analysis lecturing;International Journal of Mathematical Education in Science and Technology;2024-07-21

3. Students' Self-work During Lectures in Calculus Courses – Cognitive and Affective Effects of a Small Intervention;International Journal of Research in Undergraduate Mathematics Education;2024-07-18

4. Transitioning to proof via writing scripts on the rules of a new discourse;Educational Studies in Mathematics;2024-06-27

5. An examination of pre-service mathematics teachers’ course-taking, beliefs, and preferred assessment practices;Journal of Mathematics Teacher Education;2024-06-18

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