*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK*
One of the most significant tasks facing mathematics educators is to
understand the role of mathematical reasoning and proving in mathematics
teaching, so that its presence in instruction can be enhanced. This
challenge has been given even greater importance by the assignment to
proof of a more prominent place in the mathematics curriculum at all
levels.
Along with this renewed emphasis, there has been an upsurge in research
on the teaching and learning of proof at all grade levels, leading to a
re-examination of the role of proof in the curriculum and of its
relation to other forms of explanation, illustration and justification.
This book, resulting from the 19th ICMI Study, brings
together a variety of viewpoints on issues such as:
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The potential role of reasoning and proof in deepening mathematical
understanding in the classroom as it does in mathematical practice.
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The developmental nature of mathematical reasoning and proof in
teaching and learning from the earliest grades.
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The development of suitable curriculum materials and teacher education
programs to support the teaching of proof and proving.
The book considers proof and proving as complex but foundational in
mathematics. Through the systematic examination of recent research this
volume offers new ideas aimed at enhancing the place of proof and
proving in our classrooms.
