The Teaching of Proof

By Deborah Loewenberg Ball, Celia Hoyles, H. Jahnke, N. Movshovitz‐hadar. 2003

101 citations recorded by the source corpus.

This panel draws on research of the teaching of mathematical proof, conducted in five countries at different levels of schooling. With a shared view of proof as essential to the teaching and learning of mathematics, the authors present results of studies that explore the challenges for teachers in helping students learn to reason in disciplined ways about mathematical claims.

Subfields: Education, Statistics and Probability, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/8f10ed03ae609c12a15a1990e1e5e7c3e378c478

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Andreas J. Stylianides
2. Gabriel J. Stylianides
3. Y. Ko
4. Keith Weber

In Statistics and Probability

1. Andreas J. Stylianides
2. Gabriel J. Stylianides
3. Y. Ko
4. Keith Weber

In Theoretical Computer Science

1. Andreas J. Stylianides
2. Gabriel J. Stylianides

Citations in the corpus

• Proof in School Mathematics: Insights from Psychological Research into Students' Ability for Deductive Reasoning (2008, background): “Third, several researchers (e.g., Ball et al., 2002; Harel & Sowder, 1998; Marrades & Gutiérrez, 2000; Moore, 1994; Usiskin, 1987) have identified students’ abrupt introduction to proof in high school as a possible explanation for the many difficulties that secondary school (see, e.g., Chazan,…”
• Proof and Proving in School Mathematics (2007, background): “For example, Ball et al. (2002) observed that elementary mathematics teaching in many countries “focuses on arithmetic concepts, 290 Proof and Proving in School Mathematics”