Undergraduate students' understanding of the contraposition equivalence rule in symbolic and verbal contexts
By Andreas J. Stylianides, Gabriel J. Stylianides, G. Philippou. 2004
87 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/9e0b5e18f8aa48e3d0f5129591b188f427e240d6
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Andreas J. Stylianides
- Y. Ko
- Gabriel J. Stylianides
- Deborah Loewenberg Ball
- G. Philippou
- Maria Alessandra Mariotti
- Samuele Antonini
- H. Hill
In Statistics and Probability
- Y. Ko
- Andreas J. Stylianides
- Gabriel J. Stylianides
- Deborah Loewenberg Ball
- Maria Alessandra Mariotti
- H. Hill
- Y. Copur-Gencturk
- Keith Weber
Citations in the corpus
- Preservice teachers’ knowledge of proof by mathematical induction (2007, background): “Despite the need for a research base of preservice teachers’ knowledge of proof, little work has been done in this domain (Harel, 2002; Knuth, 2002; Martin and Harel, 1989; Movshovitz-Hadar, 1993; Simon and Blume, 1996; Stylianides, Stylianides, and Philippou, 2004 ).”
- MATHEMATICS TEACHERS’ CONCEPTIONS OF PROOF: IMPLICATIONS FOR EDUCATIONAL RESEARCH (2010, background): “ Stylianides et al. (2004) study involved 70 prospective elementary school teachers who had taken several relevant mathematics courses and 25 prospective secondary school mathematics teachers who were mathematics majors in Cyprus.”
- Proof constructions and evaluations (2009, background): “The influence of this factor on prospective elementary teachers’ evaluations of given arguments was suggested by several studies (e.g., Martin & Harel, 1989; Stylianides et al., 2004, 2007; Winicki-Landman, 1998).”
- Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving (2008, background): “Examples include the modes of argumentation associated with the principle of mathematical induction (Harel, 2002; Knuth, 2002; Movshovitz-Hadar, 1993; Stylianides, Stylianides, & Philippou, 2007), the contraposition equivalence rule ( Stylianides, Stylianides, & Philippou, 2004 ), and the constructi”
- Indirect proof: what is specific to this way of proving? (2008, background): “From the point of view of our model, some of the difficulties highlighted in the literature ( Stylianides, Stylianides & Philippou 2004; Antonini 2004; Fischbein 1987, pp. 72–81) can be described and interpreted in terms of the complexity that the move from the theoretical level to the meta-theoret”