LEARNING STUDENT APPROACHES ALGEBRAIC PROOFS
In algebraic proof, analysis of student written work on tasks that demand generalization and explanation may yield insights into student use and understanding of justification and proof in algebra. These insights, in turn, may enable mathematics educators to develop instruction that supports and cha...
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| Veröffentlicht in: | The Mathematics teacher 2010-03, Vol.103 (7), p.489-495 |
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| container_issue | 7 |
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| container_title | The Mathematics teacher |
| container_volume | 103 |
| creator | D'Ambrosio, Beatriz S. Kastberg, Signe E. dos Santos, João Ricardo Viola |
| description | In algebraic proof, analysis of student written work on tasks that demand generalization and explanation may yield insights into student use and understanding of justification and proof in algebra. These insights, in turn, may enable mathematics educators to develop instruction that supports and challenges student reasoning. D'Ambrosio et al explore student work in an effort to analyze how students respond to a task that requests an explanation of why a numerical pattern is always true. |
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| ispartof | The Mathematics teacher, 2010-03, Vol.103 (7), p.489-495 |
| issn | 0025-5769 2330-0582 |
| language | eng |
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| source | JSTOR Mathematics & Statistics; JSTOR Archive Collection A-Z Listing |
| subjects | Algebra Algorithms Analysis Binomials High school students Mathematical expressions Mathematical problems Mathematics education Mathematics teachers Numbers Squares Students Teachers |
| title | LEARNING STUDENT APPROACHES ALGEBRAIC PROOFS |
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