A Comparative Study of the Effectiveness of Two Methods of Teaching Elementary Mathematical Proofs PDF Download
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Author: Paul Harold Phillips
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 360
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Book Description
Author: Paul Harold Phillips
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 360
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Book Description
Author: Jim Bartley Sheofee
Publisher:
ISBN:
Category :
Languages : en
Pages : 352
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1216
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Book Description
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 380
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 416
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Book Description
Author: Roberta Wells
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 98
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 316
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Book Description
Author: Walter Irving Weber
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 464
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Author: Raymond Willard Knodel
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 155
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Book Description
Author: Despina A. Stylianou
Publisher: Routledge
ISBN: 1135856753
Category : Education
Languages : en
Pages : 408
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Book Description
A Co-Publication of Routledge for the National Council of Teachers of Mathematics (NCTM) In recent years there has been increased interest in the nature and role of proof in mathematics education; with many mathematics educators advocating that proof should be a central part of the mathematics education of students at all grade levels. This important new collection provides that much-needed forum for mathematics educators to articulate a connected K-16 "story" of proof. Such a story includes understanding how the forms of proof, including the nature of argumentation and justification as well as what counts as proof, evolve chronologically and cognitively and how curricula and instruction can support the development of students’ understanding of proof. Collectively these essays inform educators and researchers at different grade levels about the teaching and learning of proof at each level and, thus, help advance the design of further empirical and theoretical work in this area. By building and extending on existing research and by allowing a variety of voices from the field to be heard, Teaching and Learning Proof Across the Grades not only highlights the main ideas that have recently emerged on proof research, but also defines an agenda for future study.
