FILLY
发表于 2025-3-28 18:30:41
Research in Mathematics Educationhttp://image.papertrans.cn/c/image/234874.jpg
高谈阔论
发表于 2025-3-28 19:34:49
Introduction: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education,discuss the various conceptualizations of each of the constructs being examined. We explain our choices for definitions of these constructs that were provided to authors and then used to ground these analyses. Finally, we discuss the unique nature and structure of the book and offer some approaches for how to productively engage these chapters.
debble
发表于 2025-3-28 23:03:35
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barium-study
发表于 2025-3-29 05:24:46
Overview of Middle Grades Datan, and proof. The data comes from a US-based, seventh-grade (ages 12–13) lesson focusing on exploring the distributive property and the difference between supporting a claim for a finite number of cases versus an infinite number of cases. The context of the lesson, the data provided, and an overview of the whole-class discussion are described.
Rinne-Test
发表于 2025-3-29 07:32:35
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支形吊灯
发表于 2025-3-29 14:30:48
https://doi.org/10.1007/978-94-017-0241-6discuss the various conceptualizations of each of the constructs being examined. We explain our choices for definitions of these constructs that were provided to authors and then used to ground these analyses. Finally, we discuss the unique nature and structure of the book and offer some approaches
Obstreperous
发表于 2025-3-29 18:15:55
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Peristalsis
发表于 2025-3-29 20:48:15
https://doi.org/10.1007/978-1-349-22133-2s sense. Through social interaction in the classroom, students develop their understanding of the process of mathematical justification as well as their content knowledge. Justification can also be used as a tool to open access to various forms of mathematical reasoning. In this chapter, we explore
CAGE
发表于 2025-3-30 00:22:57
https://doi.org/10.1007/978-1-349-22133-2ts interacted with mathematical tasks, we identified the different multimodal resources accessed during teaching and learning, as well as moments of generalization during proof activities. We also examine modal-specific epistemological commitments displayed by the teacher and the students, where one
Infirm
发表于 2025-3-30 07:12:48
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