Automne 2013

Weber K. & Mejía-Ramos J. P. (2013) On Mathematicians’ Proof Skimming: A Reply to Inglis and Alcock *Journal for Research in mathematics Education *44/2, 464

Inglis M. & Alcock L. (2013) Skimming: A Response to Weber and Mejía-Ramos *Journal for Research in mathematics Education 44/2, *464

Koichu B. & Zazkis R. (2013) Decoding a proof of Fermat's Little Theorem via script writing *The Journal of Mathematical Behavior 32/3, *364–376

Gonzáles G. (2013) A geometry teacher's use of a metaphor in relation to a prototypical image to help students remember a set of theorems *The Journal of Mathematical Behavior* 32/3, 397–414

Palha S., Dekker R., Gravemeijer k., van Hout-Wolters B. (2013) Developing shift problems to foster geometrical proof and understanding *The Journal of Mathematical Behavior* 32/2, 142–159

Ko Y-Y., Knuth E. (2013) Validating proofs and counterexamples across content domains: Practices of importance for mathematics majors *The Journal of Mathematical Behavior* 32/1, 20–35

Krummheuer, G. (2013) The relationship between diagrammatic argumentation and narrative argumentation in the context of the development of mathematical thinking in the early years * Educational Studies in Mathematics, *84/2, 249-265

The 37th Annual Meeting of the International Group for the Psychology of Mathematics Education took place in Kiel, from July 28 to August 2, 2013. The abstract of the papers concerning argumentation and proof are available.

In the following you can find the full text of these papers.

Bardelle C. (2013). The influence of verbal language in a mathematical context : a study of negation. *In Lindmeier, A. M. & Heinze, A. (Eds.).**Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education*, Vol. 2, pp. 65-72. Kiel, Germany: PME.

Barwell, R. (2013). Formal and informal language in mathematics classroom interaction: a dialogic perspective. *In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education*, Vol. 2, pp. 73-80. Kiel, Germany: PME.

Boero, P., Guala, E., Morselli, F. (2013). Crossing the borders between mathematical domains: a contribution to frame the choice of suitable tasks in teacher education. I*n Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education*, Vol. 2, pp. 97-104. Kiel, Germany: PME.

Buchbinder, O. & Zaslavsky, O. (2013). Inconsistencies in students’ understanding of proof and refutation of mathematical statements.* In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education*, Vol. 2, pp. 129-136. Kiel, Germany: PME.

Chua, B. L. & Hoyles, C. (2013). Rethinking and researching task design in pattern generalization. *In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education*, Vol. 2, pp. 193-200. Kiel, Germany: PME.

Ellis, A. B., Lockwood, E., Dogan, M. F., Williams, C. C., & Knuth, E. (2013). Choosing and using examples: how example activity can support proof insight.

Gabel, M., & Dreyfus, T. (2013). The flow of a proof – the example of the Euclidean algorithm.

Hahkioniemi, M. (2013). Probing student explanation.

Harel, R., & Kidron, I. (2013). Defining the need for justification in processes of constructing justifications. *In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education,* Vol. 3, pp. 1-8. Kiel, Germany: PME.

Kouropatov, A., & Dreyfus, T. (2013). Constructing the fundamental theorem of calculus.

Maffei, L., & Mariotti, M. A. (2013). Mediating the meaning of algebraic equivalence: exploiting the graph potential.

Moutsios-Rentzos, A., & Spyrou, P. (2013). The need for proof in geometry: a theoretical investigation through Husserl’s phenomenology. In Lindmeier, A. M. & Heinze, A. (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 329-336. Kiel, Germany: PME.

Prodromou, T. (2013). Informal inferential reasoning using a modeling approach within a computer-based simulation.

Rivera, F. D. (2013). Pattern generalization processing of younger and older students: similarities and differences.

Rumsey, C. W. (2013). A Model to interpret elementary – school students’ mathematical arguments.

Samper, C., Camargo, L., Molina, O., & Perry, P. (2013). Instrumented activity and semiotic mediation: two frames to describe the conjecture construction process as curricular organizer.

Sigley, R.; Maher, C. A.; Wilkinson, L. (2013). Racing Ariel’s growth in algebraic reasoning : a case study.

Ubuz, B., Dincer, S., & Bülbül, A. (2013). Argumentation in undergraduate math courses: a study on definition construction.

Watson A., Sandefur, J., Mason, J., & Stylianides, G. (2013). The use of examples to provide representation in proving.

Zapatera A., & Callejo, M. L. (2013). Preservice primary teachers’ noticing of students’ generalization process.

**Chicago **

**November 14-17, 2013**

The PMENA2013, North American Chapter of the International Group for the Psychology of Mathematics Education will be hold in Chicago, November 14-17. As you can see in the program of the conference, one of the plenary session will be hold from Nicolas Balacheff.

In the following you can find the list of the papers about argumentation and proof that will be presented to the conference.

Ko, Y & Hagen, C. (2013) Conviction and Validity: Middle School Mathematics Teachers’ Proof Evaluations. *In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. (pp. 801-804). Chicago, IL: University of Illinois at Chicago.

Weber, K. & Mejia-Ramos, J. (2013) Effective But Underused Strategies For Proof Comprehension. *In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. (pp. 260-267). Chicago, IL: University of Illinois at Chicago.

Cilli-Turner, E. (2013) Effects of Collaborative Revision on Undergraduate Students’ Proof Validation Skills. *In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.* (pp. 272-275). Chicago, IL: University of Illinois at Chicago.

Cirillo, M. & Sutherland, J. (2013) Exploring Student Thinking Through Alternative Geometry Proof Tasks. *In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.* (pp. 216). Chicago, IL: University of Illinois at Chicago.

Boncoddo, R., Williams, C., Pier, E., Walkington, C., Alibali, M., Nathan, M., Dogan, M.F. & Waala, J. (2013) Gesture as a Window to Justification and Proof. *In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education*. (pp. 229-236). Chicago, IL: University of Illinois at Chicago.

Weinberg, A., Fukawa-Connelly, T. & Wiesner, E. (2013) Instructor Gestures in Proof-Based Mathematics Lectures. *In Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.* (pp. 1119). Chicago, IL: University of Illinois at Chicago.

Cirillo, M. (2013) Mathematical Proof Tools: Supporting the Introduction to Formal Proof.

Herbst, P., Kosko, K. W. & Dimmel, J.K. (2013) How Are Geometric Proof Problems Presented? Conceptualizing And Measuring Teachers’ Recognition Of The Diagrammatic Register.

Rice, L. (2013) Pre-service teachers' reflections and experiences with proof and arguing as students and teachers.

Hunte, A. (2013) Secondary School Teachers' Conceptions of Proof in Trinidad and Tobago. I*n Martinez, M. & Castro Superfine, A (Eds.) Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.* (pp. 931). Chicago, IL: University of Illinois at Chicago.

Hendricks, C., Millman, R. & Leung, N. (2013) Self-Efficacy Beliefs of High School Students in and Advanced Course in Proofs and Number Theory.

Lockwood, E., Ellis, A., Knuth, E., Dogan, M.F., & Williams, C. (2013) Strategically Chosen Examples Leading to Proof Insight: A Case Study of A Mathematician's Proving Process.

Lew, K., Mejia-Ramos, J.P., & Weber, K. (2013) Students' Use of Informal Representations in Proof Construction.

**Coex, Seoul - Korea **

**July 08-15, 2013**

Maria Alessandra Mariotti (Italy), Stéphane Cyr (Canada), Andreas Stylianides (UK), Viviane Durand-Guerrier (France), Youngmee Koh (Korea), Kirsti Hemmi (Sweden) Hee Chan Lew (Corea).

The sessions in Seoul were chaired by Viviane Durand-Guerrier.

The work of TSG 14 intended to serve a dual role: presentation of the current state of the art in the topic “Reasoning, proof and proving in mathematics education” and expositions of outstanding recent contributions to it. The topic will be considered at all levels of education: elementary, secondary, university (including pre-service teacher education), and in-service teacher education. The Organizing Team of the Study Group had invited theoretical, empirical or developmental papers that address one or more of the following themes : Historical / Epistemological /logical issues ; Curriculum and textbook aspect ; Cognitive aspect ; Teaching and teacher education aspect, so that any paper of relevance to the overall focus of the Study Group.

Editors-in-chief –
Bettina Pedemonte,
Maria-Alessandra Mariotti

Associate Editors –
Orly Buchbinder,
Kirsti Hemmi,
Mara Martinez

Redactor –
Bettina Pedemonte

Scientific Board –
Nicolas Balacheff,
Paolo Boero,
Daniel Chazan,
Raymond Duval,
Gila Hanna,
Guershon Harel,
Patricio Herbst,
Celia Hoyles,
Erica Melis,
Michael Otte,
Philippe Richard,
Yasuhiro Sekiguchi,
Michael de Villiers,
Virginia Warfield