Mathematicians’ Perspectives on Features of a Good Pedagogical Proof
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- Type
- article
- Published
- 2012-04-01
- Cited by
- 44
- References
- 68
- OpenAlex
- https://openalex.org/W1985768090
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:143535080
Keywords
Mathematical proof, Mathematics education, Value (mathematics), Psychology, Computer science
References
- Understanding and Learning-to-explain by Representing Mathematics: Epistemological Dilemmas Facing Teacher Educators in the Secondary Mathematics ``Methods'' Course
- Preservice Elementary School Teachers' Conceptions of Multidigit Whole Numbers
- How Mathematicians Determine if an Argument Is a Valid Proof
- Symbolizing, modeling and tool use in mathematics education
- Teaching and learning proof across the grades : a K-16 perspective
- Amongst Mathematicians: Teaching and Learning Mathematics at University Level
- Some pedagogical aspects of proof
- Validations of proofs considered as texts: Can undergraduates tell whether an argument proves a theorem?
- Proving is convincing and explaining
- On the different ways that mathematicians use diagrams in proof construction
- Two Dual Assertions: The First on Learning and the Second on Teaching (or Vice Versa)
- The Effect of Authority on the Persuasiveness of Mathematical Arguments
- Should we trust web-based studies? A comparative analysis of six preconceptions about internet questionnaires.
- Research into the construction of mathematical texts
- An Abstract Algebra Story.
- How some research mathematicians and statisticians use proof in undergraduate mathematics
- Why and how mathematicians read proofs: an exploratory study
- Investigating further preservice teachers’ conceptions of multidigit whole numbers: refining a framework
- Traditional instruction in advanced mathematics courses: a case study of one professor’s lectures and proofs in an introductory real analysis course
- Rehearsing to teach: content‐specific deconstruction of instructional explanations in pre‐service teacher training
Cited by
- Why Ask Why: An Exploration of the Role of Proof in the Mathematics Classroom.
- Lessons learned from an instructional intervention on proof comprehension
- Improving proof comprehension in undergraduate mathematics
- Self-explanation training improves proof comprehension
- A framework for example usage in proof presentations
- Mathematics majors’ beliefs about proof reading
- The Pedagogical Examples of Groups and Rings That Algebraists Think Are Most Important in an Introductory Course
- Analyzing the teaching of advanced mathematics courses via the enacted example space
- Factors mathematicians profess to consider when presenting pedagogical proofs
- How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition
- Effective Proof Reading Strategies for Comprehending Mathematical Proofs
- Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey.
- Mathematics Professors’ Evaluation of Students’ Proofs: A Complex Teaching Practice
- Case studies of instructional practices in proof-based mathematics lectures
- Values and norms of proof for mathematicians and students
- Multimedia resources designed to support learning from written proofs: an eye-movement study
- Didactics of Mathematics in Higher Education as a Scientific Discipline
- Conventions of the language of mathematical proof writing at the undergraduate level
- How mathematicians assign points to student proofs
- Student Interpretations of Written Comments on Graded Proofs