Titlebook: Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof; Kristen N. Bieda,AnnaMarie Conner,Megan Staples Book

诙谐

Language and Alterity in Tolkien and Lévinasn, 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

缝纫

Christopher Vaccaro,Yvette Kisorh indicates that students receive little opportunity to engage in justification activities for various reasons. In this chapter, we sought to describe the justification process that unfolded during one middle-grade classroom lesson and identify elements that supported this process. To do so, we pars

Negligible

Christopher Vaccaro,Yvette Kisorscussion of this definition and a rubric developed from the definition. Data from our own project are included to illustrate the possibilities for proof and proving in middle grades. We found that middle-grade students demonstrate some practices associated with proof and proving and recommend exposi

熔岩

https://doi.org/10.1007/978-3-319-61018-4 a task designed to engage students in proving-related activity. We also discuss the consequences associated with analyzing classroom data of the task’s implementation from the three different perspectives of argumentation, justification, and proof. In the former case, we discuss the possibilities a

断断续续

https://doi.org/10.1007/978-3-319-61018-4 US-based high school classroom with ninth-grade students (ages 14–15). The lesson focused on finding a formula for the sum of the interior angles of any polygon. The context of the lesson and an overview of the whole-class discussion are described.

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