Although justifying and proving have gained a more prominent presence in discussions about school mathematics in all grade levels and across all content areas over the past decade, little research has examined how tasks designed to develop students' competencies in justifying and proving are enacted in the classroom. The literature shows that students, at all grade levels, struggle in developing mathematical arguments that are sufficiently general in nature and that teachers' conceptions and beliefs about proving in school mathematics call into question whether all students, regardless of age or ability, are expected to justify and prove as a part of their everyday mathematical practice. To date, however, there are few, if any, studies that have focused on how tasks designed to elicit justifications are enacted in the classroom. Thus, the central question of this dissertation research is to understand the outcomes of implementing proof-related tasks in the classroom.... approach to learning mathematics, proof-related tasks evolve from lesson activities that require pattern generalization. ... of constructing puzzles, students needed over 20 minutes of class time just to cut puzzle pieces from a worksheet.
|Title||:||The Pedagogy of Proving in Middle School Mathematics|
|Author||:||Kristen N. Bieda|
|Publisher||:||ProQuest - 2008|