Proving In The Elementary Mathematics Classroom
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Proving in the Elementary Mathematics Classroom
Author: Andreas J. Stylianides
language: en
Publisher: Oxford University Press
Release Date: 2016
Although proving is core to mathematics as a sense-making activity, it currently has a marginal place in elementary classrooms internationally. Blending research with practical perspectives, this book addresses what it would take to elevate the place of proving at elementary school. The book uses classroom episodes from two countries to examine different kinds of proving tasks and the proving activity they can generate in the elementary classroom. It examines further the role of teachers in mediating the relationship between proving tasks and proving activity, including major mathematical and pedagogical issues that arise for teachers as they implement each kind of proving task. In addition to its contribution to research knowledge, the book has important implications for teaching, curricular resources, and teacher education.
Proving in the Elementary Mathematics Classroom
Author: Andreas J. Stylianides
language: en
Publisher: Oxford University Press
Release Date: 2016-07-14
Although proving is core to mathematics as a sense-making activity, it currently has a marginal place in elementary classrooms internationally. Blending research with practical perspectives, this book addresses what it would take to elevate the place of proving at elementary school. The book uses classroom episodes from two countries to examine different kinds of proving tasks and the proving activity they can generate in the elementary classroom. It examines further the role of teachers in mediating the relationship between proving tasks and proving activity, including major mathematical and pedagogical issues that arise for teachers as they implement each kind of proving task. In addition to its contribution to research knowledge, the book has important implications for teaching, curricular resources, and teacher education.
Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof
This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions of each construct. Through analyses of classroom practice across grade levels using different lenses - particular conceptions of argumentation, justification, and proof - researchers consider the implications of how each conception shapes empirical outcomes. In each section, organized by grade band, authors adopt particular conceptions of argumentation, justification, and proof, and they analyse one data set from each perspective. In addition, each section includes a synthesis chapter from an expert in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.