Factors mathematicians profess to consider when presenting pedagogical proofs
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- Type
- article
- Published
- 2014-01-01
- Cited by
- 46
- References
- 55
- OpenAlex
- https://openalex.org/W2082274869
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:123634389
Keywords
Mathematical proof, Presentation (obstetrics), Mathematics education, Computer science, Calculus (dental)
References
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- Research in Collegiate Mathematics Education. I
- Semantic and Syntactic Proof Productions
- Structuring Mathematical Proofs.
- Students’ encounter with proof: the condition of transparency
- With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary School Mathematics
- Three styles characterising mathematicians’ pedagogical perspectives on proof
Cited by
- Lessons learned from an instructional intervention on proof comprehension
- 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.
- Transitions in Mathematics Education
- Secondary to post-secondary mathematics: Factors perceived by students as inhibitors and enablers to their success
- Values and norms of proof for mathematicians and students
- Affecting the flow of a proof by creating presence—a case study in Number Theory
- Mathematisches Argumentieren und Beweisen in der Studieneingangsphase – Analyse inhaltlicher und formaler Qualitätsindikatoren
- Didactics of Mathematics in Higher Education as a Scientific Discipline
- How mathematicians assign points to student proofs
- Results from a Survey of Abstract Algebra Instructors across the United States: Understanding the Choice to (Not) Lecture
- When we Grade Students’ Proofs, Do They Understand our Feedback?
- From course design to presentations of proofs: How mathematics professors attend to student independent proof reading
- Researching how professional mathematicians construct new mathematical definitions: a case study
- Accounting for mathematicians’ priorities in mathematics courses for secondary teachers
- Students’ reasons for introducing auxiliary lines in proving situations
- Challenges of maintaining cognitive demand during the limit lessons: understanding one mathematician’s class practices
- Guided notes for university mathematics and their impact on students’ note-taking behaviour
- Doing math with mathematicians to support pedagogical reasoning about inquiry-oriented instruction
- “That Wasn’t the Math I Wanted to do!”—Students’ Beliefs During the Transition from School to University Mathematics