Publications 2016

Barwell R. (online first) Formal and informal mathematical discourses: Bakhtin and Vygotsky, dialogue and dialectic Educational Studies in Mathematics.

Ernest P. (online first) The problem of certainty in mathematics Educational Studies in Mathematics.

Zazkis D. , Weber K., Mejía-Ramos J.-P. (online first) Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context Educational Studies in Mathematics.

Metaxas N., Potari D., Zachariades T. (online first) Analysis of a teacher's pedagogical arguments using Toulmin's model and argumentation schemes Educational Studies in Mathematics.

Coutat S., Laborde C., Richard P.R. (online first) L'apprentissage instrumenté de propriétés en géométrie : propédeutique à l'acquisition d'une compétence de démonstration Educational Studies in Mathematics.

Samper C., Perry P., Camargo L., Sáenz-Ludlow A., Molina Ó (online first) A dilemma that underlies an existence proof in geometry Educational Studies in Mathematics.

Lee K. (2016) Students' proof schemes for mathematical proving and disproving of propositions The Journal of Mathematical Behavior, 41, 26-44.

Kosko K. W. (2016) Making use of what's given: Children's detailing in mathematical argumentative writing The Journal of Mathematical Behavior, 41, 68-86.

Pedemonte B., Balacheff N. (2016) Establishing links between conceptions, argumentation and proof through the ck¢-enriched Toulmin model The Journal of Mathematical Behavior, 41, 104-122.

Zhen B., Weber K., Mejia-Ramos J.-P. (2016) Mathematics Majors' Perceptions of the Admissibility of Graphical Inferences in Proofs International Journal of Research in Undergraduate Mathematics Education, 2(1), 1-29.

Publications 2015

Stylianou, D. A., Blanton, M. L., Rotou, O. (2015) Undergraduate students' understanding of proof: Relationships between proof conceptions, beliefs, and classroom experiences with learning proof International Journal of Research in Undergraduate Mathematics Education, 1(1), 91-134.

Weber, K. (2015) Effective proof reading strategies for comprehending mathematical proofs International Journal of Research in Undergraduate Mathematics Education, 1(3), 289-314.

Samkoff, A., Weber, K. (2015) Lessons learned from an instructional intervention on proof comprehension The Journal of Mathematical Behavior, 39, 28-50.

Zazkis, D., Weber, K., Mejía-Ramos, J. P. (2015) Two proving strategies of highly successful mathematics majors The Journal of Mathematical Behavior, 39, 11-27.

Koichu, B., Leron, U. (2015) Proving as problem solving: The role of cognitive decoupling The Journal of Mathematical Behavior, 40, 233-244.

Savic, M. (2015) The incubation effect: How mathematicians recover from proving impasses The Journal of Mathematical Behavior, 39, 67-78.

Moutsios-Rentzos, A., Spyrou, P. (2015) Fostering internal need for proof: A reading of the genesis of proof in ancient Greece Philosophy of Mathematics Education Journal, (29).

Nunes, J. M., Almouloud, S. A. (2015) The Practice of Argumentation as a Method of Teaching and Learning Mathematics International Journal for Research in Mathematics Education, 5(1), 12-35.

Lockwood, E., Swinyard, C. A., Caughman, J. S. (2015) Patterns, sets of outcomes, and combinatorial justification: Two students' reinvention of counting formulas International Journal of Research in Undergraduate Mathematics Education, 1(1), 27-62.

Simpson, A. (2015) The anatomy of a mathematical proof: Implications for analyses with Toulmin's scheme Educational Studies in Mathematics, 90(1), 1-17.

Sosa, T., Hall, A. H., Goldman, S. R., Lee, C. D. (2015) Developing symbolic interpretation through literary argumentation Journal of the Learning Sciences, 25(1), 93-132.

Proceedings of PME-NA 37

East Lansing, Michigan from November 5–8, 2015

Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Here, you can download the text of all accepted papers:

Papers

Dimmel Herbst (2015) Investigating secondary mathematics teachers' attitudes towards alternative communication practices while doing proofs in geometry.

Creager M. (2015) Connections between proving pratices and conceptions of figures of secondary preservice teachers.

Lew K., Mejía-Ramos J. P. (2015). Linguistic norms of undergraduate mathematics proof writing as discussed by mathematicians and understood by students.

Zaslavsky O. (2015). Productive use of examples for proving: what might this look like?

Zazkis D., Villanueva M. (2015). Student conceptions of what it means to base a proof on an informal argument.

Miller D., Infante N., Weber K. (2015). Mathematicians' assessment of proof swith gaps depending on the author of the proof.

Whitehead A., Walkowiak T. (2015). Pre-service teachers' understanding of fractions operations: providing justification for common algorithms.

Cirillo M., Kosko K., Newton J. (2015). Conceptions and consequences of what we call argumentation, justification, and proof.

Posters

Arslan, M., Kaplan, G., Haser, C. (2015). Pre-service middle school mathematics teachers'conceptions of proof.

Ko, Y., Stark, J. (2015) Consistent or inconsistent standards? Pre-service secondary mathematics teachers'evaluations of mathematical arguments.

Petit x n°100

Sommaire

Des activités pour favoriser l’apprentissage de la logique en classe de seconde C. Murphy, S. Weima, V. Durand-Guerrier

À propos de quantification : quelques activités de logique dans nos classes F. Hérault, C. Huet, G. Kel Notter, Z. Mesnil

Activité .... Partage d’un carré en n carrés Groupe Logique, raisonnement et SiRC, IREM de Grenoble

État des connaissances des élèves de Terminale S sur le raisonnement par récurrence D. Gardes, M.-L. Gardes, D. Grenier

Présentation de thèse: Zoé Mesnil

La logique : d'un outil pour le langage et le raisonnement mathématiques vers un objet d'enseignement
Présentation de thèse, Seminaire National

Zoé Mesnil, Université Paris Diderot, 18 mars 2016.

La thèse porte sur l'enseignement de notions de logique au lycée. Les instructions officielles actuelles précisent qu'il ne s'agit pas de faire un cours de logique mathématique, mais de développer une utilisation en tant qu'outils des notions de logique considérées. Afin de prendre en compte cette contrainte dans l'étude du processus de transposition didactique, j'introduis, entre savoir savant et savoir à enseigner, un savoir de référence pour la logique, savoir qui n'a jamais été institué par la communauté de l'enseignement des mathématiques.

Je m'appuie pour proposer une telle référence sur une double étude épistémologique et didactique, dans laquelle je privilégie les liens entre logique et langage. Une étude plus fine du savoir à enseigner donne ensuite à voir la complexité des conditions et contraintes portant sur l'enseignement de ces notions. La question de la formation des enseignants est finalement posée à partir d'une étude de cas : une formation continue de trois jours sur la logique, dans laquelle les notions de logique sont abordées à partir d'une étude naïve du langage mathématique.

Interventi al XXXIII CONVEGNO UMI-CIIM

Criticità per l'insegnamento della matematica nella scuola di oggi
Pavia, 7-9 ottobre 2016

L'Unione Matematica Italiana (UMI) e la Commissione Italiana per l'Insegnamento della Matematica (CIIM, commissione permanente dell'UMI) organizzano il 33esimo Convegno rivolto a insegnanti di matematica del primo e secondo ciclo.

Sono previsti due interventi su argomentazione e dimostrazione:

8 ottobre 11:00-13:00 Tavola rotonda: Educare all'argomentazione
Intervengono:
Samuele Antonini (Università di Pavia),
Francesca Morselli (Università di Genova),
Giuseppe Rosolini (Università di Genova)
Coordina:
Roberto Tortora (Università di Napoli “Federico II”)

9 ottobre 11:00-11:45 Dimostrare un assioma in quanto assioma: Girolamo Saccheri e il postulato della parallele
Vincenzo De Risi (Max Planck Institute for the History of Science, Berlino, Germania)