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Result 1 to 20 of 25 total

Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context. (English)
Educ. Stud. Math. 93, No. 2, 155-173 (2016).
Classification: E50
1
Lectures in advanced mathematics: why students might not understand what the mathematics professor is trying to convey. (English)
J. Res. Math. Educ. 47, No. 2, 162-198 (2016).
Classification: D45 C75 C35 D75
2
Mathematics majors’ perceptions of the admissibility of graphical inferences in proofs. (English)
Int. J. Res. Undergrad. Math. Educ. 2, No. 1, 1-29 (2016).
Classification: E55
3
On relative and absolute conviction in mathematics. (English)
Learn. Math. 35, No. 2, 15-21 (2015).
Classification: C20
4
Factors influencing students’ propensity for semantic and syntactic reasoning in proof writing: a case study. (English)
Int. J. Res. Undergrad. Math. Educ. 1, No. 2, 187-208 (2015).
Classification: E55
5
Two proving strategies of highly successful mathematics majors. (English)
J. Math. Behav. 39, 11-27 (2015).
Classification: E55
6
Activities that mathematics majors use to bridge the gap between informal arguments and proofs. (English)
Nicol, Cynthia (ed.) et al., 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. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 417-424 (2014).
Classification: E55 D35 D45
7
Mathematics majors’ beliefs about proof reading. (English)
Int. J. Math. Educ. Sci. Technol. 45, No. 1, 89-103 (2014).
Classification: C25 E55
8
Why and how mathematicians read proofs: further evidence from a survey study. (English)
Educ. Stud. Math. 85, No. 2, 161-173 (2014).
Classification: E50
9
On mathematicians’ proof skimming: a reply to Inglis and Alcock. (English)
J. Res. Math. Educ. 44, No. 2, 464-471 (2013).
Classification: E55 C35
10
Mathematicians’ perspectives on features of a good pedagogical proof. (English)
Cogn. Instr. 30, No. 2, 146-169 (2012).
Classification: E55
11
An assessment model for proof comprehension in undergraduate mathematics. (English)
Educ. Stud. Math. 79, No. 1, 3-18 (2012).
Classification: E55 D65
12
Why and how mathematicians read proofs: an exploratory study. (English)
Educ. Stud. Math. 76, No. 3, 329-344 (2011).
Classification: E50 C30
13
Does generating examples aid proof production? (English)
Educ. Stud. Math. 77, No. 1, 1-14 (2011).
Classification: D45 C35 E45 I25
14
Semantic contamination and mathematical proof: can a non-proof prove? (English)
J. Math. Behav. 30, No. 1, 19-29 (2011).
Classification: E50 E40 C50
15
The long-term cognitive development of reasoning and proof. (English)
Hanna, Gila (ed.) et al., Explanation and proof in mathematics. Philosophical and educational perspectives. Based on the conference, Essen, Germany, November 2006. Berlin: Springer (ISBN 978-1-4419-0575-8/hbk; 978-1-4419-0576-5/ebook). 137-149 (2010).
Classification: E20 E50 C30
16
The effect of authority on the persuasiveness of mathematical arguments. (English)
Cogn. Instr. 27, No. 1, 25-50 (2009).
Classification: E55
17
An alternative framework to evaluate proof productions: A reply to Alcock and Inglis. (English)
J. Math. Behav. 28, No. 4, 212-216 (2009).
Classification: E45 E55 C35
18
What are the argumentative activities associated with proof? (English)
Joubert, M. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 28, No. 2. Proceedings of the day conference, Southampton, UK, June 27, 2008 and of the New Researcher’s day conference, Chichester, UK, June 26, 2008. London: British Society for Research into Learning Mathematics (BSRLM). 67-72 (2008).
Classification: E50 E40
19
How persuaded are you? A typology of responses. (English)
Res. Math. Educ. 10, No. 2, 119-133 (2008).
Classification: E40
20
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Result 1 to 20 of 25 total

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