Mathematical Reasoning: Adults' Ability to Make the Inductive-Deductive Distinction
By Anne K. Morris. 2002
52 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/85d243f57e7ee8aaac132e62dba3932fc5d64d98
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Y. Ko
- Andreas J. Stylianides
- Gabriel J. Stylianides
- M. Blanton
- Eric J. Knuth
- Despina A. Stylianou
- Ourania Rotou
- Keith Weber
In Statistics and Probability
- Y. Ko
- Andreas J. Stylianides
- Gabriel J. Stylianides
- M. Blanton
- Despina A. Stylianou
- Ourania Rotou
- Eric J. Knuth
- Keith Weber
Citations in the corpus
- Undergraduate Students’ Understanding of Proof: Relationships Between Proof Conceptions, Beliefs, and Classroom Experiences with Learning Proof (2015, background): “…that examined similar constructs with students of younger levels (e.g., Healy and Hoyles 2000), pre-service teachers’ conceptions of proof (e.g., Knuth 2002a, b; Martin and Harel 1989), and undergraduate students’ ability to judge validity of proofs (e.g., Morris 2002; Selden and Selden 2003).”
- Undergraduate mathematics majors’ writing performance producing proofs and counterexamples about continuous functions (2009, result): “Current research also supports Thurston’s conclusions: studies have shown that many undergraduates and mathematics teachers who have completed several advanced mathematics courses at the collegiate level or who have received a bachelor’s or master’s degree in mathematics still have difficulty with p”
- MATHEMATICS TEACHERS’ CONCEPTIONS OF PROOF: IMPLICATIONS FOR EDUCATIONAL RESEARCH (2010, background): “ Morris (2002 ) c onfirmed Martin & Harel’ s( 1989) results, finding that 40% of 30 US pre-service elementary and middle school teachers believed that both deductive and inductive arguments established mathematical truth and failed to distinguish between the two forms of arguments.”
- Proof constructions and evaluations (2009, background): “1 Morris (2002) also examined prospective elementary teachers’ understanding of the distinction between proofs and empirical arguments, but her sample included additionally prospective middle school teachers and the results were not reported separately for the two groups.”