Gabel M., Dreyfus T. (online first) Affecting the flow of a proof by creating presence—a case study in Number Theory Educational studies in mathematics
Dawkins P. C., Weber K. (online first) Values and norms of proof for mathematicians and students Educational studies in mathematics
Komatsu K. (online first) Fostering empirical examination after proof construction in secondary school geometry Educational studies in mathematics
Simon M. A. (2017) Explicating mathematical concept and mathematical conception as theoretical constructs for mathematics education research Educational studies in mathematics, 94/2, 117-137
Miyazaki M., Fujita T., Jones K. (2017) Students’ understanding of the structure of deductive proof Educational studies in mathematics, 94/2, 223-239
Miyakawa T. (2017) Comparative analysis on the nature of proof to be taught in geometry: the cases of French and Japanese lower secondary schools Educational studies in mathematics, 94/2, 37-54
Komatsu K. (2016) A framework for proofs and refutations in school mathematics: Increasing content by deductive guessing Educational studies in mathematics, 92/2, 147-162
Richard P. R., Oller Marcén A. M., Seguí V. M. (2016) The concept of proof in the light of mathematical work ZDM – 48/6, 843-859
Stylianides G. J., Sandefur J., Watson A. (2016) Conditions for proving by mathematical induction to be explanatory The Journal of Mathematical Behavior 43, 20-34
Dawkins P. C.,, Karunakaran S. S. (2016) Why research on proof-oriented mathematical behavior should attend to the role of particular mathematical content The Journal of Mathematical Behavior 44, 65-75
Zazkis D., Villanueva M. (2016) Student Conceptions of What it Means to Base a Proof on an Informal Argument International Journal of Research in Undergraduate Mathematics Education 2/3, 318-337
Lockwood E, Ellis A. B., Lynch A. G. (2016) Mathematicians’ Example-Related Activity when Exploring and Proving Conjectures International Journal of Research in Undergraduate Mathematics Education 2/2, 165-196
Dawkins P. C., Hah Roh K. (2016) Promoting Metalinguistic and Metamathematical Reasoning in Proof-Oriented Mathematics Courses: a Method and a Framework International Journal of Research in Undergraduate Mathematics Education 2/2, 197-222
Moore R. C. (2016) Mathematics Professors’ Evaluation of Students’ Proofs: A Complex Teaching Practice International Journal of Research in Undergraduate Mathematics Education 2/2, 246-278
Rogers K. C., Steele M. D. (2016) Graduate Teaching Assistants’ Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers Journal for Research in Mathematics Education 47/4.
Fribourg, Switzerland - 20-23 June 2017
The 2nd edition of ECA (http://ecargument.org) will focus on inference as one of the key features of the argumentative process.
The field of argumentation has been expanding over the last decade with a clear opening towards cognitive psychology (and cognitive science more generally) and the processes it accounts for. With the development of cognitive science as an encompassing framework within which both psychological and social aspects of human behaviour can be accounted for, we believe that the time is ripe to ground a discussion in the community of argumentation studies around the notion of inference, along its formal, social and cognitive dimensions. The overarching questions the conference theme will be concerned with are therefore the following: How does the study of argumentation connect with the notion of inference and how, as a discipline, does it connect with the disciplines involved in the study of the cognitive features of inference?
Mathematics Education Research – Learning, Instruction, Outcomes & Nexus?
Singapore, 17 – 22 July, 2017
The Local Organizing Committee of the 41th Annual Meeting of the International Group for the Psychology of Mathematics Education (http://math.nie.edu.sg/pme41/) is pleased to invite you to attend the conference to be held in Singapore from July 17 to July 22, 2017.
“Mathematics Education Research – Learning, Instruction, Outcomes & Nexus?” has been chosen as the theme of the conference. The theme offers opportunities to reflect about what we have learned in the past, investigate the present issues, and more importantly, project the future directions in mathematics education research. The theme is inspired by the iconic Singapore mascot, MERLION, which reflects the past and the present. The “Mer” or fish part indicates Singapore’s origin as a fishing village; while the “Lion” part comes from the word “Singa-pura”, which means Lion city.
Deadline for pre-registration and submission of Research Reports, Research Forum papers or Colloquium is January 15, 2017. The submission deadline for other proposals is March 6, 2017
July 16-29, 2017
University of Colorado Boulder, CO
There is a gap in the current set of educational options available to talented students of mathematics. Almost all secondary school and freshman-level undergraduate mathematics classes and many summer camps and online programs are calculation-based — where students perform some sequence of computations to arrive at a numerical answer. At the other end of the spectrum are research competitions and advanced undergraduate level mathematics courses that require the ability to read and write mathematical proofs — objectively verifiable explanations of why a certain mathematical statement must be true.
Prove it! Math Academy (http://proveitmath.org) is designed to fill this gap.
Accepting applications for the 2017 Prove it! Math Academy
13-19 Mars 2017
Le thème de cette sixième édition invite à explorer les liens qu'entretiennent les mathématiques et les langages. http://eduscol.education.fr/cid59178/semaine-des-mathematiques.html#lien2
Il peut être interprété, dans un premier temps, comme une invitation à faire entrer en résonnance les mathématiques à travers son propre langage et les langages.
Dans un second temps, on pourra explorer le lien entre les mathématiques en tant que science abstraite et porteuse de vérités, et sa matérialisation culturelle à travers les langages.