Deficit or Difference? the Role of Students' Epistemologies of Mathematics in their Interactions with Proof

By Y. Solomon. 2006

51 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ec2f906563f7164215dd8b8e2145c37b23018fc5

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. Y. Solomon
3. H. Roos
4. Einat Heyd‑Metzuyanim
5. Gabriel J. Stylianides
6. Rachel Lambert
7. Y. Ko
8. T. Croft

In Modeling and Simulation

1. Andreas J. Stylianides
2. Y. Solomon

In Statistics and Probability

1. Andreas J. Stylianides
2. Y. Solomon
3. H. Roos
4. Gabriel J. Stylianides
5. Y. Ko

Citations in the corpus

• Not belonging? What makes a functional learner identity in undergraduate mathematics? (2007, background): “A number of the students reported that mathematics, particularly pure mathematics, was presented as a non‐negotiable finished product, as a set of rules and strategies to be learned, not constructed (see also Solomon, 2006 ).”
• Proof and Proving in School Mathematics (2007, background): “Several researchers (Mariotti, 2000; Marrades & Gutidrrez, 2000; Moore, 1994; Solomon, 2006; Sowder & Harel, 1998; Usiskin, 1987) have identified the abrupt introduction of students to proof at secondary school as a possible explanation for the difficulties that many secondary school and university ”