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On-line
contributions and reactions
• Bartolini
Bussi M. G.: Early approach to
mathematical ideas related to proof making.
• Bolite
Frant J., Rabello de Castro M.:
Proofs in Geometry: Different concepts build upon very
different cognitive mechanisms.
• de
Villiers M.: Developing understanding of
proof within the context of defining quadrilaterals.
• Douek
N.: Comparing argumentation and proof in a
mathematics education
• Gravina
M. A.: The proof in geometry:
essays in a dynamical environment.
• Grenier
D.: Learning proof and modeling. Inventory
of Teaching Practice and New Problems.
•
Harada
K., Gallou-Dumiel E., Nohda
N.: The Role of Figures in Geometrical
Proof-Problem Solving (Types of Students' Apprehensions
of Figures in France and Japan).
•
Healy
L.: Connections between the empirical and
the theoretical? Some considerations of students'
interactions with examples in the proving process.
• Maher
C. A., Kiczek R. D.: Long Term
Building of Mathematical Ideas Related to Proof
Making.
•
Olivero
F.:  Exploring,
constructing, talking and writing during the proving
process within a dynamic geometry environment: what
continuity(ies)?
• Richard
P. R.: L'inférence figurative.
[English
version available]
• Roulet
G.: The Legacy of Piaget: Some Negative
Consequences for Proof and Efforts to Address Them.
• Sekiguchi
Y.: Mathematical Proof, Argumentation, and
Classroom Communication: A Japanese Perspective.
[Version
française disponible]
• Winicki
Landman G.: Making possible the discussion
of "Impossible in Mathematics".
See
the actual programme...
Regular Conferences related
to the topic of mathematical proof
Hanna Gila (Canada) On the Importance of
Proof in Mathematics Education
Krummheuer Goetz (Germany) Narrative
Argumentation in Primary Mathematics Education
Zhang Jingzhong (China) The Powerful ICAI
Software Based on Automated Reasoning
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The TSG-12 activities will encompass the following
issues:
I. The
importance of explanation, justification, and proof in
mathematics education;
II. Conditions for
building proofs in classrooms; and
III. Long-term
building of mathematical ideas related to proof
making.
These issues will be considered from the following
points of view:
(a)
Historical and epistemological, related to the nature
of mathematical proof and its functions in mathematics
in an historical perspective;
(b) Cognitive,
concerning the processes of production of conjectures
and construction of proofs;
(c)
Social-cultural aspects for student construction of
proofs;
(d)
Educational, based on the analysis of students'
thinking in approaching proof and proving, and
implications for the design of curricula
Selected contributions will introduce discussions on
the different issues.
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