@inbook {MATHEDUC.06439949,
author = {Weber, Keith},
title = {Proof as a cluster concept.},
year = {2014},
booktitle = {Proceedings of the 38th conference of the International Group for the Psychology of Mathematics Education ``Mathematics education at the edge", PME 38 held jointly with the 36th conference of PME-NA, Vancouver, Canada, July 15--20, 2014, Vol. 5},
isbn = {978-0-86491-360-9},
pages = {353-360},
publisher = {[s. l.]: International Group for the Psychology of Mathematics Education},
abstract = {Summary: Proof is a central concept in mathematics education, yet mathematics educators have failed to reach a consensus on how proof should be conceptualized. I advocate defining proof as a clustered concept, in the sense of {\it G. Lakoff} [Women, fire, and dangerous things. Cambridge, UK: Cambridge University Press. (1987)]. I contend that this offers a better account of mathematicians' practice with respect to proof than previous accounts that attempted to define a proof as an argument possessing an essential property, such as being convincing or deductive. I also argue that it leads to useful pedagogical consequences.},
msc2010 = {E50xx (D20xx E20xx)},
identifier = {2015c.00508},
}