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The recent trend to unite mathematically related disciplines (science, technology, engineering, and mathematics) under the broader umbrella of STEM education has advantages. In this new educational context of integration, however, STEM teachers need to be able to distinguish between sufficient proof and reasoning across different disciplines, particularly between the status of inductive and deductive modes of reasoning in mathematics. Through a specific set of mathematical conjectures,doi:10.1111/ssm.12099 fatcat:x5a7w25lojb5pcj3fwwrphs4xi