Proof and Proving in Mathematics Education

By G. Hanna, M. Villiers. 2012

252 citations recorded by the source corpus.

One of the most significant tasks facing mathematics educators is to understand the role of mathematical reasoning and proving in mathematics teaching, so that its presence in instruction can be enhanced. This challenge has been given even greater importance by the assignment to proof of a more prominent place in the mathematics curriculum at all levels. Along with this renewed emphasis, there has been an upsurge in research on the teaching and learning of proof at all grade levels, leading to a re-examination of the role of proof in the curriculum and of its relation to other forms of explanation, illustration and justification. This book, resulting from the 19th ICMI Study, brings together a variety of viewpoints on issues such as: The potential role of reasoning and proof in deepening mathematical understanding in the classroom as it does in mathematical practice. The developmental nature of mathematical reasoning and proof in teaching and learning from the earliest grades. The development of suitable curriculum materials and teacher education programs to support the teaching of proof and proving. The book considers proof and proving as complex but foundational in mathematics. Through the systematic examination of recent research this volume offers new ideas aimed at enhancing the place of proof and proving in our classrooms.

Subfields: Education, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/9952fd0ab6d03fa1eae37be7c83c01577be7298f

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. T. Fujita
2. Keith Jones
3. Mikio Miyazaki
4. Eva Jablonka
5. Harpreet Kaur

In Theoretical Computer Science

1. T. Fujita
2. Keith Jones
3. Mikio Miyazaki

Citations in the corpus

• The characteristics of mathematical creativity (2015, unknown): “…that educators should recognize the value of allowing students to reflect on previously solved problems and draw comparisons between various isomorphic problems (English, 1991, 1993; Hung, 2000; Maher & Kiczek, 2000; Maher & Martino, 1996; Maher & Speiser, 1997; Sriraman, 2003, Sriraman 2004b).”
• Students’ understanding of the structure of deductive proof (2016, background): “The third aspect entails focusing on the roles, functions, and meanings of proof and proving (de Villiers, 1990; Hanna & Jahnke, 1993).”