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Investigating Mathematical Knowledge for Teaching Proof in Professional Development
2016
International Journal of Research in Education and Science
Research documenting teachers' fragile understanding of proof and how it is advanced suggests that enhancing the role of proof in school mathematics will demand substantial teacher learning. To date, there is little research detailing what mathematical knowledge might support the teaching of proof or how professional development (PD) might afford such learning. This paper advances a framework for Mathematical Knowledge for Teaching Proof (MKT for Proof) that specifies proof knowledge across
doi:10.21890/ijres.13913
fatcat:hfhuqi7qarhgzainpepozbcciq