*THIS BOOK IS AVAILABLE AS OPEN ACCESS BOOK ON SPRINGERLINK* One of
the most significant tasks facing mathematics educators is to
understand the role of mathematical reasoning and proving in
mathematics teaching, so that its presence in instruction can be
enhanced. This challenge has been given even greater importance by
the assignment to proof of a more prominent place in the
mathematics curriculum at all levels. Along with this renewed
emphasis, there has been an upsurge in research on the teaching and
learning of proof at all grade levels, leading to a re-examination
of the role of proof in the curriculum and of its relation to other
forms of explanation, illustration and justification. This book,
resulting from the 19th ICMI Study, brings together a variety of
viewpoints on issues such as: The potential role of reasoning and
proof in deepening mathematical understanding in the classroom as
it does in mathematical practice. The developmental nature of
mathematical reasoning and proof in teaching and learning from the
earliest grades. The development of suitable curriculum materials
and teacher education programs to support the teaching of proof and
proving. The book considers proof and proving as complex but
foundational in mathematics. Through the systematic examination of
recent research this volume offers new ideas aimed at enhancing the
place of proof and proving in our classrooms.
General
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