By Andreas J. Stylianides
Even though proving is middle to arithmetic as a sense-making task, it presently has a marginal position in simple school rooms the world over. mixing learn with sensible views, this e-book addresses what it will take to raise where of proving at straightforward school.
The ebook makes use of lecture room episodes from international locations to check other forms of proving initiatives and the proving task they could generate within the simple lecture room. It examines additional the position of academics in mediating the connection among proving projects and proving task, together with significant mathematical and pedagogical concerns that come up for academics as they enforce every one type of proving job. as well as its contribution to analyze wisdom, the publication has vital implications for instructing, curricular assets, and instructor education.
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Extra info for Proving in the Elementary Mathematics Classroom
Sample text
22 | proving in the elementa ry m athem atics classroom Factor 2: teachers’ beliefs The second factor relates to the beliefs of elementary teachers about the role of proof and proving in elementary school mathematics. While I am not aware of any studies that have specifically examined this aspect among elementary teachers, I think it is quite safe to extrapolate from the findings of relevant studies with secondary mathematics teachers and mathematics professors. , Bieda, 2010; Iscimen, 2011; Knuth, 2002b).
2004). As I mentioned earlier, these findings should not be interpreted as a criticism of elementary teachers as individuals or professionals. After all, elementary teachers are not mathematics specialists. , 2004, 2007). 22 | proving in the elementa ry m athem atics classroom Factor 2: teachers’ beliefs The second factor relates to the beliefs of elementary teachers about the role of proof and proving in elementary school mathematics. While I am not aware of any studies that have specifically examined this aspect among elementary teachers, I think it is quite safe to extrapolate from the findings of relevant studies with secondary mathematics teachers and mathematics professors.
Indeed, students’ difficulties in understanding that empirical arguments are not proofs may be attributed less to cognitive-developmental constraints and more to the limited opportunities that typical classroom instruction offers to students to develop their understanding of proof. A consistent meaning of proof as a non-empirical argument throughout school mathematics, such as the one promoted by the definition, not only honors mathematics as a discipline wherein empirical arguments are not proofs, but also sets the basis for the development of a conception of proof at elementary school that would not have to be unlearned at secondary school.