東華大學圖書館 |

Conceptions and consequences of mathematical argumentation, justification, and proof

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Conceptions and consequences of mathematical argumentation, justification, and proof/ edited by Kristen N. Bieda ... [et al.].
其他作者:	Bieda, Kristen N.
出版者:	Cham :Springer International Publishing : : 2022.,
面頁冊數:	xv, 333 p. :ill. (some col.), digital ;24 cm.
內容註:	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.
Contained By:	Springer Nature eBook
標題:	Mathematics - Study and teaching. -
電子資源:	https://doi.org/10.1007/978-3-030-80008-6
ISBN:	9783030800086

Conceptions and consequences of mathematical argumentation, justification, and proof
Conceptions and consequences of mathematical argumentation, justification, and proof[electronic resource] /edited by Kristen N. Bieda ... [et al.]. - Cham :Springer International Publishing :2022. - xv, 333 p. :ill. (some col.), digital ;24 cm. - Research in mathematics education,2570-4737. - Research in mathematics education..

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.

This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions of each construct. Through analyses of classroom practice across grade levels using different lenses - particular conceptions of argumentation, justification, and proof - researchers consider the implications of how each conception shapes empirical outcomes. In each section, organized by grade band, authors adopt particular conceptions of argumentation, justification, and proof, and they analyse one data set from each perspective. In addition, each section includes a synthesis chapter from an expert in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.

ISBN: 9783030800086

Standard No.: 10.1007/978-3-030-80008-6doiSubjects--Topical Terms:

523932
Mathematics
--Study and teaching.

LC Class. No.: QA11.2 / .C66 2022

Dewey Class. No.: 510.71

Conceptions and consequences of mathematical argumentation, justification, and proof
LDR:04876nmm a2200361 a 4500 001 2298610
003 DE-He213
005 20220303130734.0
006 m d
007 cr nn 008maaau
008 230324s2022 sz s 0 eng d
020 $a 9783030800086 $q (electronic bk.)
020 $a 9783030800079 $q (paper)
024 7 $a 10.1007/978-3-030-80008-6 $2 doi
035 $a 978-3-030-80008-6
040 $a GP $c GP
041 0 $a eng
050 4 $a QA11.2 $b .C66 2022
072 7 $a JNU $2 bicssc
072 7 $a PB $2 bicssc
072 7 $a EDU029010 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PB $2 thema
082 0 4 $a 510.71 $2 23
090 $a QA11.2 $b .C744 2022
245 0 0 $a Conceptions and consequences of mathematical argumentation, justification, and proof $h [electronic resource] / $c edited by Kristen N. Bieda ... [et al.].
260 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2022.
300 $a xv, 333 p. : $b ill. (some col.), digital ; $c 24 cm.
490 1 $a Research in mathematics education, $x 2570-4737
505 0 $a 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.
520 $a This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions of each construct. Through analyses of classroom practice across grade levels using different lenses - particular conceptions of argumentation, justification, and proof - researchers consider the implications of how each conception shapes empirical outcomes. In each section, organized by grade band, authors adopt particular conceptions of argumentation, justification, and proof, and they analyse one data set from each perspective. In addition, each section includes a synthesis chapter from an expert in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.
650 0 $a Mathematics $x Study and teaching. $3 523932
650 0 $a Proof theory. $3 543782
650 0 $a Syllogism. $3 1636216
650 0 $a Mathematics teachers $x Training of. $3 560960
650 1 4 $a Mathematics Education. $3 637497
650 2 4 $a Education. $3 516579
650 2 4 $a Teaching and Teacher Education. $3 1001835
700 1 $a Bieda, Kristen N. $3 3595323
710 2 $a SpringerLink (Online service) $3 836513
773 0 $t Springer Nature eBook
830 0 $a Research in mathematics education. $3 2068451
856 4 0 $u https://doi.org/10.1007/978-3-030-80008-6
950 $a Education (SpringerNature-41171)