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Reasoning and proof in the mathematics classroom
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Aiso Heinze
Published/Copyright:
September 25, 2009
Proving is an essential mathematical activity that should play an important role in the mathematics classroom. However, performing a proof is a most challenging task for students. The nature of this challenge is discussed from a theoretical perspective. Starting with thoughts on the role of proof in mathematics, the article continues with reflections on limiting factors for performing proofs and the learning of proof in the mathematics classroom. Since empirical research gives evidence that guided exploration and a cherishing atmosphere can be regarded as beneficial for learning processes, this topic will be addressed in a further section.
Received: 2006-12-1
Published Online: 2009-9-25
Published in Print: 2007-10-1
© Oldenbourg Wissenschaftsverlag
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Articles in the same Issue
- In memoriam Gerald Schmieder
- A general cross theorem with singularities
- Bounded pointwise approximation on open Riemann surfaces
- Generalized Fourier expansion in kernels of convolution operators on Fourier hyperfunctions
- Stein's extension operator for sets with Lipγ-boundary
- On some representation formulas involving moduli of Blaschke products
- Universal (pluri)subharmonic functions
- Uniform approximation on the real axes by functions harmonic in a stripe and having optimal growth
- Univalence of a complex linear combination of two extremal parallel slit mappings
- Lacunary (R, p, M)-summability
- MacLane functions with prescribed zeros and interpolation properties
- Reasoning and proof in the mathematics classroom
