Not All Opportunities to Prove are the Same
Confusion can arise from the subtle difference between proving a general and a particular statement, especially when general statements are presented by textbooks in ways that make them appear particular in nature. The authors discuss the implications for teaching proof in light of the current oppor...
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| Veröffentlicht in: | The Mathematics teacher 2013-09, Vol.107 (2), p.138-142 |
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| container_end_page | 142 |
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| container_issue | 2 |
| container_start_page | 138 |
| container_title | The Mathematics teacher |
| container_volume | 107 |
| creator | Gilbertson, Nicholas J Otten, Samuel Males, Lorraine M Clark, D. Lee |
| description | Confusion can arise from the subtle difference between proving a general and a particular statement, especially when general statements are presented by textbooks in ways that make them appear particular in nature. The authors discuss the implications for teaching proof in light of the current opportunities in high school geometry textbooks. |
| doi_str_mv | 10.5951/mathteacher.107.2.0138 |
| format | Article |
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| fulltext | fulltext |
| identifier | ISSN: 0025-5769 |
| ispartof | The Mathematics teacher, 2013-09, Vol.107 (2), p.138-142 |
| issn | 0025-5769 2330-0582 |
| language | eng |
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| source | JSTOR Mathematics & Statistics; Jstor Complete Legacy |
| subjects | Connecting Research to teaching Deductive reasoning Geometry High School Students High schools Logical Thinking Mathematical Logic Mathematical problems Mathematics education Mathematics Instruction Mathematics teachers Proof theory Reasoning Secondary school curricula Secondary School Mathematics Secondary school students Textbooks Triangles Validity |
| title | Not All Opportunities to Prove are the Same |
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