Titlebook: Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof; Kristen N. Bieda,AnnaMarie Conner,Megan Staples Book

FILLY

Research in Mathematics Educationhttp://image.papertrans.cn/c/image/234874.jpg

高談闊論

Introduction: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education,discuss the various conceptualizations of each of the constructs being examined. We explain our choices for definitions of these constructs that were provided to authors and then used to ground these analyses. Finally, we discuss the unique nature and structure of the book and offer some approaches for how to productively engage these chapters.

debble

barium-study

Overview of Middle Grades Datan, and proof. The data comes from a US-based, seventh-grade (ages 12–13) lesson focusing on exploring the distributive property and the difference between supporting a claim for a finite number of cases versus an infinite number of cases. The context of the lesson, the data provided, and an overview of the whole-class discussion are described.

Rinne-Test

支形吊燈

https://doi.org/10.1007/978-94-017-0241-6discuss the various conceptualizations of each of the constructs being examined. We explain our choices for definitions of these constructs that were provided to authors and then used to ground these analyses. Finally, we discuss the unique nature and structure of the book and offer some approaches

Obstreperous

Peristalsis

https://doi.org/10.1007/978-1-349-22133-2s sense. Through social interaction in the classroom, students develop their understanding of the process of mathematical justification as well as their content knowledge. Justification can also be used as a tool to open access to various forms of mathematical reasoning. In this chapter, we explore

CAGE

https://doi.org/10.1007/978-1-349-22133-2ts interacted with mathematical tasks, we identified the different multimodal resources accessed during teaching and learning, as well as moments of generalization during proof activities. We also examine modal-specific epistemological commitments displayed by the teacher and the students, where one

Infirm