Buch, Englisch, 333 Seiten, HC runder Rücken kaschiert, Format (B × H): 160 mm x 241 mm, Gewicht: 694 g
Buch, Englisch, 333 Seiten, HC runder Rücken kaschiert, Format (B × H): 160 mm x 241 mm, Gewicht: 694 g
Reihe: Research in Mathematics Education
ISBN: 978-3-030-80007-9
Verlag: Springer International Publishing
Zielgruppe
Research
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
- Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
Weitere Infos & Material
Introduction: Conceptualizing Argumentation, Justification, and Proof in Mathematics Education.- Part 1: Argumentation, Justification and Proof in an Elementary Classroom.- Overview of the Elementary Level Data.- Argumentation in the Elementary Grades: The Role of Participants, Tasks, and Tools.- Justification in the Elementary Grades: Justification to Develop and Provide Access to Mathematical Reasoning.- Proof in the Elementary Grades: A Multimodal Approach to Generalization and Proof.- On the Meanings of Argumentation, Justification, and Proof: General Insights from Analyses of Elementary Classroom Episodes.- Part 2: Argumentation, Justification and Proof in a Middle Grades Classroom.- Overview of Middle Level Data.- Argumentation in the Middle Grades: Exploring a Teacher’s Support of Collective Argumentation.- Justification in the Middle Grades: A Process of Verification and Sense-Making.- Proof in the Middle Grades: Can we Label Middle Grades Arguments as Proof with a Capital P?.- Argumentation, Justification, and Proof in Middle School: A Rose by Any Other Name.- Part 3: Argumentation, Justification and Proof in High School Mathematics.- Overview of High School Level Data.- Argumentation in the Context of High School Mathematics: Examining Dialogic Aspects of Argumentation.- Justification in the Context of High School Mathematics: Co-Constructing Content and Process.- Proof in the Context of High School Mathematics: A First Approach through Discussion, with Occasions and Missed Opportunities.- Reasoning is in the Eye of the Lens-Holder: Observations Made through the Lenses of Justification, Argumentation, and Proof at the High School Level.- Part 4: Argumentation, Justification and Proof at the Tertiary Level.- Overview of Tertiary Level Data.- Argumentation in the Context of Tertiary Mathematics: A Case Study of Classroom Argumentation and the Role of Instructor Moves.- Justification in the Context of Tertiary Mathematics: Undergraduate Students Exploring the Properties and Relations of the Dihedral Group.- Proof in the Context of Tertiary Mathematics: Undergraduate Inquiry-Based Learning in Abstract Algebra as a Precursor to Mathematical Proof.- Mathematics Educators as Polymaths, Brokers, and Learners: Commentary on the Tertiary Chapters on Argumentation, Justification, and Proof.- Part 5: Lenses on Researching Argumentation, Justification and Proof Across the Grade Levels.- Participation in Argumentation: Teacher and Student Roles across the Grades.- Justification Across the Grade Bands.- Lens, Blinders, or Kaleidoscope? Using a Definition of Proof to Make Sense of Classroom Activity.- Conclusion: Considering the Consequences of Our Conceptions of Argumentation, Justification, and Proof.