000			05119cam a2200445Ii 4500
001			BRILL9789087901691
003			nllekb
005			20260610105816.0
007			cr un uuuua
008			191130s2007 ne sb 001 0 eng d
020			_a9789087901691 _q(electronic book)
020			_z9789077874226 _q(print)
024	7		_a10.1163/9789087901691 _2DOI
035			_a(OCoLC)317384377
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aQA11.2
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a510.71 _223
245	0	4	_aTheorems in School : _ba From History, Epistemology and Cognition to Classroom Practice / _cEdited by Paulo Boero.
246	3		_aFrom History, Epistemology and Cognition to Classroom Practice
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2007.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aNew Directions in Mathematics and Science Education ; _v2
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material / _rPaolo Boero -- The ongoing value of proof / _rGila Hanna -- Theorems in school: An introduction / _rPaolo Boero -- Origin of mathematical proof / _rGilbert Arsac -- The proof in the 20th century / _rFerdinando Arzarello -- Students' proof schemes revisited / _rGuershon Harel -- Curriculum change and geometrical reasoning / _rCelia Hoyles and Lulu Healy -- The tradition and role of proof in mathematics education in Hungary / _rJulianna Szendrei-Radnai and Judit Török -- Cognitive functioning and the understanding of mathematical processes of proof / _rRaymond Duval -- Some remarks about argumentation and proof / _rNadia Douek -- Making possible the discussion of "impossible in mathematics" / _rGreisy Winicki-Landman -- The development of proof making by students / _rCarolyn A. Maher , Ethel M. Muter and Regina D. Kiczek -- Approaching and developing the culture of geometry theorems in school / _rMarolina Bartolini Bussi , Paolo Boero , Franca Ferri , Rossella Garuti and Maria Alessandra Mariotti -- Construction problems in primary school / _rMaria G. Bartolini Bussi , Mara Boni and Franca Ferri -- Approaching theorems in grade VIII / _rPaolo Boero , Rossella Garuti and Enrica Lemut -- From dynamic exploration to "theory" and "theorems" (from 6th to 8th grades) / _rLaura Parenti , Maria Teresa Barberis , Massima Pastorino and Paola Viglienzone -- Geometrical proof / _rMaria Alessandra Mariotti -- The transition to formal proof in geometry / _rFerdinando Arzarello , Federica Olivero , Domingo Paola and Ornella Robutti -- Further Reading / _rPaolo Boero.
520			_aDuring the last decade, a revaluation of proof and proving within mathematics curricula was recommended; great emphasis was put on the need of developing proof-related skills since the beginning of primary school. This book, addressing mathematics educators, teacher-trainers and teachers, is published as a contribution to the endeavour of renewing the teaching of proof (and theorems) on the basis of historical-epistemological, cognitive and didactical considerations. Authors come from eight countries and different research traditions: this fact offers a broad scientific and cultural perspective. In this book, the historical and epistemological dimensions are dealt with by authors who look at specific research results in the history and epistemology of mathematics with an eye to crucial issues related to educational choices. Two papers deal with the relationships between curriculum choices concerning proof (and the related implicit or explicit epistemological assumptions and historical traditions) in two different school systems, and the teaching and learning of proof there. The cognitive dimension is important in order to avoid that the didactical choices do not fit the needs and the potentialities of learners. Our choice was to firstly deal with the features of reasoning related to proof, mainly concerning the relationships between argumentation and proof. The second part of this book concentrates on some crucial cognitive and didactical aspects of the development of proof from the early approach in primary school, to high school and university. We will show how suitable didactical proposals within appropriate educational contexts can match the great (yet, underestimated!) young students’ potentialities in approaching theorems and theories.
588			_aDescription based on print version record.
650		0	_aMathematics _xStudy and teaching.
650		0	_aProof theory.
700	1		_aBoero, Paulo, _eeditor.
776	0	8	_iPrint version: _tTheorems in School: From History, Epistemology and Cognition to Classroom Practice, _dLeiden Boston : Brill | Sense, 2007 _w9789077874226
830		0	_aNew Directions in Mathematics and Science Education ; _v2.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789087901691
999			_c48577 _d48577