id: 05239998
dt: a
an: 2008b.00257
au: Ron, Gila; Dreyfus, Tommy
ti: The use of models in teaching proof by mathematical induction.
so: Johnsen Høines, Marit (ed.) et al., Proceedings of the 28th international
conference of the International Group for the Psychology of Mathematics
Education, PME 28, Bergen, Norway, July 14‒18, 2004. Bergen: Bergen
University College. Part IV, 113-120 (2004).
py: 2004
pu: Bergen: Bergen University College
la: EN
cc: E54 C34 D44 A64
ut: proving; proofs; teaching methods; logical thinking; Hanoi towers;
mathematical logic; validity; upper secondary
ci:
li: emis:proceedings/PME28/RR/RR249_Ron.pdf
ab: Summary: Proof by mathematical induction is known to be conceptually
difficult for high school students. This paper presents results from
interviews with six experienced high school teachers, concerning the
use of models in teaching mathematical induction. Along with creative
and adequate use of models, we found explanations, models and examples
that distort the underlying mathematical ideas and show teachers’
conceptual difficulties.
rv: