Special Issue: Research-based interventions in the area of proof

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