Literaturnachweis - Detailanzeige
| Sonst. Personen | Bieda, Kristen N. (Hrsg.); Conner, AnnaMarie (Hrsg.); Kosko, Karl W. (Hrsg.); Staples, Megan (Hrsg.) |
|---|---|
| Titel | Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Research in Mathematics Education |
| Quelle | (2022), (333 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISSN | 2570-4729 |
| ISBN | 978-3-030-80007-9 |
| Schlagwörter | Mathematics Instruction; Persuasive Discourse; Validity; Mathematical Logic; Mathematical Concepts; Concept Formation; Instructional Program Divisions |
| Abstract | 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. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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