Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities

Autor/in	Bieda, Kristen N.
Titel	Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities
Quelle	In: Journal for Research in Mathematics Education, 41 (2010) 4, S.351-382 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Instruction; Validity; Mathematical Logic; Middle Schools; Secondary School Mathematics; Teaching Methods; Comprehension; Learning Strategies; Problem Solving; Teacher Role; Student Participation + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Gültigkeit; Mathematical logics; Mathematische Logik; Middle school; Mittelschule; Mittelstufenschule; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Lehrerrolle; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Discussions about school mathematics often address the importance of reasoning and proving for building students' understanding of mathematics. However, there is little research examining how teachers enact tasks designed to engage students in justifying and proving in the classroom. This article presents results of a study investigating the processes and outcomes of implementing proof-related tasks in the classroom. The findings suggest that students' experiences with such tasks are insufficient for developing an understanding of what constitutes valid mathematical justification. (Contains 4 figures, 5 tables and 6 footnotes.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10