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Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers' Perceptions

Victor Oxman, Ruti Segal, Moshe Stupel
2021 IEJME-Mathematics Education  
courses that include various pedagogical approaches for teaching mathematics, familiarity with The Curriculum for Teaching Mathematics on behalf of the Supervision of Mathematics Teaching at the Ministry  ...  They thus defined the concept of "mathematical knowledge for teaching" (MKT).  ... 
doi:10.29333/iejme/11065 fatcat:kgl6ylm26rejtbhq35rw5rnfn4

Examining the method of proofs and refutations in pre-service teachers education

Fatih Karakuş, Mesut Bütün
2013 Bolema  
There is some evidence in the mathematics education literature that Lakatos' proofs and refutation methods can be useful to examining students' conjecture production and proof construction process.  ...  The population sample for this study consists of 24 senior pre-service teachers in elementary mathematics education in Turkey (16 women and 8 men).  ...  Larsen and Zandieh (2008) reshaped Lakatos' method within a realistic mathematics education 1 and examined it in terms of its usage as proof for teaching and learning.  ... 
doi:10.1590/s0103-636x2013000100011 fatcat:vdhr4dmtn5eptodu3lazghyzpm

Understanding and Organizing Mathematics Education as a Design Science–Origins and New Developments [chapter]

Erich Christian Wittmann
2020 Connecting Mathematics and Mathematics Education  
The paper is a plea for appreciating and (re-)installing "well-understood mathematics" as the natural foundation for teaching and learning mathematics.  ...  AbstractThe objective of this paper is to revisit briefly the conception of mathematics education as a design science as it has been evolving alongside the developmental research in the project Mathe 2000  ...  for a collective teaching experiment: Readers are invited to compare the proposal for guiding students through the learning environment "ANNA numbers" with another approach in which a similar environment  ... 
doi:10.1007/978-3-030-61570-3_14 fatcat:dkqx3adsvfcw3mfu3qvrzopxbq

Topic Study Group No. 13: Teaching and Learning of Geometry—Secondary Level [chapter]

Ui Hock Cheah, Patricio G. Herbst, Matthias Ludwig, Philippe R. Richard, Sara Scaglia
2017 Proceedings of the 13th International Congress on Mathematical Education  
The TSG13 program was organized to focus on the following themes: • Curricular issues in school geometry • Technological tools and environments for the study of geometry • Applications of geometry for  ...  modeling real world situations and the study of other disciplines • Connections between geometry and the study of other branches of mathematics • Connections between geometry and mathematical practices  ...  literacy in geometry: a case study (Cheah, Ui-Hock) Engaging students with non-routine geometry proof tasks (Cirillo, Michelle) Is the work of teaching geometry subject specific?  ... 
doi:10.1007/978-3-319-62597-3_40 fatcat:26ni7sra3nhzvcwpnp7xvcoh3a

Page 310 of Psychological Abstracts Vol. 90, Issue 1 [page]

2003 Psychological Abstracts  
The results suggest that implementing ‘‘proof for all’? may be difficult for teachers; teachers viewed proof as appropriate for the mathematics education of a minority of students.  ...  Learning Environments Research, 2002, Vol 5(2), 167-183. —Pre- sents a case study of a 5th grade teacher’s efforts to construct a teaching and learning environment within her science teaching.  ... 

Doceamus: Persistent Learning, Critical Teaching: Intelligence Beliefs and Active Learning in Mathematics Courses

Benjamin Braun
2014 Notices of the American Mathematical Society  
This article surveys recent research regarding the positive role malleable intelligence beliefs play for mathematics students and highlights connections between such beliefs and active learning techniques  ...  Such beliefs generally fall into one of two types: The belief that each individual has a fixed ability in mathematics is referred to as a fixed intelligence belief.  ...  For example, individual understanding of "proof" changes dramatically over time [6, Chapter 2] , and our shared standard and style for proof are a learned social construct.  ... 
doi:10.1090/noti1066 fatcat:2piu2qdlvfethflffa4puhflye

Unfolding the Educational and Practical Resources Inherent in Mathematics for Teaching Mathematics [chapter]

Erich Christian Wittmann
2020 Connecting Mathematics and Mathematics Education  
The first section shows that learning environments are a natural way to address teachers in their main role, teaching, and that therefore this approach is promising for improving mathematics teaching in  ...  The section ends with a teaching model based on Guy Brousseau's theory of didactical situations.  ...  In the same sense mathematics teachers should first explore a learning environment on their own without thinking about teaching.  ... 
doi:10.1007/978-3-030-61570-3_1 fatcat:wfk2s76npjel7fbczxf4ozhjmi

Proof, Proving, and Teacher-Student Interaction: Theories and Contexts [chapter]

Keith Jones, Patricio Herbst
2011 New ICMI Studies Series  
This chapter focuses on the teachers' role in teaching proof and proving in the mathematics classroom.  ...  Balacheff goes on to consider the didactical complexity of learning and teaching mathematical proof by analyzing the gap between knowing mathematics and proving in mathematics.  ...  These instructional choices create a classroom environment in which teacher and students can negotiate socio-mathematical norms such as what counts as an acceptable proof.  ... 
doi:10.1007/978-94-007-2129-6_11 fatcat:o6mqtijp65hsbmcat5jmtxqnne

A Computer Environment for Writing Ordinary Mathematical Proofs [chapter]

David McMath, Marianna Rozenfeld, Richard Sommer
2001 Lecture Notes in Computer Science  
The EPGY Theorem-Proving Environment is designed to help students write ordinary mathematical proofs.  ...  The main goal of the project is to create a system that imitates standard mathematical practice in the sense that it allows for natural modes of reasoning to generate proofs that look much like ordinary  ...  Our use of the Theorem Proving Environment emphasizes teaching mathematics, and we strive to avoid, as much as possible, having to teach a complete logic course or to require lengthly tutorials in how  ... 
doi:10.1007/3-540-45653-8_35 fatcat:zw3aicawx5cghm7hnzxszwp7wa

Teaching of Discrete Mathematics [chapter]

Simone C. Mendes, Tiarajú A. Diverio, Dalcidio M. Claudio
2002 Networking the Learner  
This paper presents an alternative methodology of development for the discipline of Discrete Mathematics offered to courses in the area of computation.  ...  It explores the availability of new teaching tools and programming languages.  ...  MATHEMATICS AND COMPUTATION The development of computation creates a propitious environment for the launehing of new educational technologies.  ... 
doi:10.1007/978-0-387-35596-2_44 fatcat:wah754r2pjdjxdyxzut2tats2u

Expanding in-service mathematics teachers' horizons in creative work using technology

C. Toumasis
2006 International Journal of Mathematical Education in Science and Technology  
activity in a computerbased environment.  ...  The mathematics teachers began to realize the power of technology in teaching mathematics and were pleased to return to their classrooms with a great number of experiences and ideas for immediate use.  ...  school teachers of mathematics to teach mathematical activity as a process rather than a product of learning in a technology environment.  ... 
doi:10.1080/00207390500503145 fatcat:7lhgh266wfeyrjb77a7kc476ge

A Humanistic Academic Environment for Learning Undergraduate Mathematics

Clarence Stephens
1988 Humanistic Mathematics Network Journal  
We use our love and respect for the students we invite to lead them to an enjoyment of the study of mathematics, to understand the meaning of a mathematical proof and respect for a mathematical proof,  ...  Very limited or no oppommity is provided for many faculty members at these colleges to teach across mathematics curriculum and rarely is there provided a humanistic academic environment for learning undergraduate  ... 
doi:10.5642/hmnj.198801.03.05 fatcat:mmys4sc7l5dejbqxyevnlzhsbe

A Humanistic Academic Environment for Learning Undergraduate Mathematics

Clarence Stephens
1993 Humanistic Mathematics Network Journal  
We use our love and respect for the students we invite to lead them to an enjoyment of the study of mathematics, to understand the meaning of a mathematical proof and respect for a mathematical proof,  ...  Very limited or no oppommity is provided for many faculty members at these colleges to teach across mathematics curriculum and rarely is there provided a humanistic academic environment for learning undergraduate  ... 
doi:10.5642/hmnj.199301.08.16 fatcat:mdopjv7z7bejdllivhpohq6fy4

Topic Study Group No. 43: Uses of Technology in Upper Secondary Education (Age 14–19) [chapter]

Stephen Hegedus, Colette Laborde, Luis Moreno Armella, Hans-Stefan Siller, Michal Tabach
2017 Proceedings of the 13th International Congress on Mathematical Education  
The group received 42 submissions for a presentation and 5 posters coming from 23 different countries.  ...  From these submissions, 12 were selected for a long presentation during the sessions of the Topic Study Group.  ...  In this country, more than one textbook make use of CAS assisted proof, i.e. a proof of a theorem or a statement when steps are outsourced to a CAS.  ... 
doi:10.1007/978-3-319-62597-3_70 fatcat:hzwko3ldybgcxfkfvjhniowu6q

Proofs through Exploration in Dynamic Geometry Environments

Constantinos Christou, Nikos Mousoulides, Marios Pittalis, Demetra Pitta-Pantazi
2004 International Journal of Science and Mathematics Education  
In this article we discuss the implications of the development of this new software for the teaching of proof and making proof meaningful to students.  ...  We describe how three prospective primary school teachers explored problems in geometry and how their constructions and conjectures led them "see" proofs in DGS.  ...  The traditional teaching emphasizing that a mathematical statement is true if it can be proved, led students distinguish proof from exploratory activities.  ... 
doi:10.1007/s10763-004-6785-1 fatcat:f6oythckcjd3dnmnrpa2o63hrq
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