Hiver 2018

Bleiller-Baxter S.K. Pair J. D. (2017) Engaging Students in roles of proof *The Journal of Mathematical Behavior* 47, 16-34

Bentley, J. Stylianides, G. J. (2017) Drawing inferences from learners’ examples and questions to inform task design and develop learners’ spatial knowledge *The Journal of Mathematical Behavior* 47, 16-34

Yopp D. (2017) Eliminating counterexamples: A Grade 8 student’s learning trajectory for contrapositive proving *The Journal of Mathematical Behavior* 45, 150-166

C. Williams-Pierce, E. L. Pier, C. Walkington, R. Boncoddo, V. Clinton, M. W. Alibali, and M. J. Nathan (2017) What We Say and How We Do: Action, Gesture, and Language in Proving *Journal for Research in Mathematics Education* 48/3

**Educational Studies in Mathematics Volume 96, Issue 2, October 2017**

G. J Stylianides, A. J Stylianides Research-based interventions in the area of proof: the past, the present, and the future. 119–127

K. Komatsu Fostering empirical examination after proof construction in secondary school geometry 129-144

J.Fiallo, A.Gutiérrez Analysis of the cognitive unity or rupture between conjecture and proof when learning to prove on a grade 10 trigonometry course 145-167

J. Mata-Pereira, J.-P. da Ponte Enhancing students’ mathematical reasoning in the classroom: teacher actions facilitating generalization and justification 169-186

M. Gabel, T. Dreyfus Affecting the flow of a proof by creating presence—a case study in Number Theory 187-205

E. Guala, P. Boero Cultural analysis of mathematical content in teacher education: the case of Elementary Arithmetic Theorems

L. Fan, C. Qi, X. Liu, Y. Wang Does a transformation approach improve students’ ability in constructing auxiliary lines for solving geometric problems? An intervention-based study with two Chinese classrooms 229-248

S. Roy, M. Inglis, L. Alcock Multimedia resources designed to support learning from written proofs: an eye-movement study 249-266

E. Nardi, E. Knuth Changing classroom culture, curricula, and instruction for proof and proving: how amenable to scaling up, practicable for curricular integration, and capable of producing long-lasting effects are current interventions? 267-274

This is a Springer monograph about the Topic Study Group TSG 18: Reasoning and proof in mathematics education, from ICME-13 held in Hamburg Germany, July 24-31 2016. You can find here the abstract of the chapters book that will be published by Springer in 2018.

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