La lettre de la Preuve


ISSN 1292-8763

Automne 2004

Un ESPACE NOUVEAU est à disposition dans la bibliographie pour recueillir les dernières THESES sur la preuve

A NEW SPACE is available on the bibliography to gather the last PHD THESIS about proof
Un NUEVO ESPACIO esta listo en la bibliografia para recoger las ultimas TESIS sobre la prevua
  Gandit M. (2004) Preuve ou démonstration, un thème pour la formation des enseignants de mathématiques (première partie). Petit x, 65, 36-49
  Hanna G.; de Bruyn Y.; Sidoli N.; Lomas D. (2004) Teaching Proof in the Context of Physics ZDM 36 (3), pp. 82-90
  Heinze A.; Reiss.K. (2004) The Teaching of Proof at the Lower Secondary Level – a Video Study ZDM 36 (3), pp. 98-104
The following references are taken from :
M. J.Hoines & A. B. Fuglestad (Eds.) Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education Bergen, Norway, July 14-18, 2004.
  Short Oral Communications
  Bobos G. Is theoretical thinking necessary in linear algebra proofs?
  Barkai R. Is it a mathematical proof or not ? Elementary school teachers' responses
  Mevarech, Zemira R. Teachers create mathematical argumentation
  Shin, K. Category of students' justification and its relation to the structure of argumentation: an analysis of discourse in systems of linear differential equations
  Research Reports
  Antonini S. A statement, the contrapositive and the inverse: intuition and argumentation
  Deloustal-Jorrand V. Studying the mathematical concept of implication through a problem on written proofs
  Glass B. Students problem solving and justification
  Heinze A. The proving process in mathematics classroom - method and results of a video study
  Lavy I. Kinds of arguments emerging while exploring on a computerized environment
  Leikin R. Towards high quality geometrical tasks: reformulation of a proof problem
  Miyakawa T. Reflective symmetry in construction and proving
  Paola D. Patterns of reasoning in classroom
  Sutherland R. Orchestrating mathematical proof through the use of digital tools
  Weber K. A framework for describing the processes that undergraduates use to construct proofs
  Andriessen J., Baker M., Suthers D. (2003) (eds.) Arguing to learn. Drodrecht: Kluwer Academic publishers.
  Eric Livingston (1999) Cultures of Proving. Social Studies of Science 29, 867-888


Group 4:
Argumentation and proof

Maria Alessandra Mariotti
Kirsti Nordstrom
Christine Knipping
Dietmar Küchemann

The researcher epistemology: a deadlock for educational research on proof.

Balacheff N.

Contribution to the international conference "Understanding Proof and Proving to Understand"
Taipei, 16-19 November 2002.

The Fourth Conference of the European Society for Research in Mathematics Education (CERME 4) takes place at Sant Feliu de Guíxols, Spain, on February 17 - 21, 2005. Group 4 is about argumentation and proof. In particular, the following themes will be discussed:
I. The importance of explanation, justification, and proof in mathematics education;
II. Conditions for constructing proofs in mathematics classrooms; and
III. Long-term building of mathematical ideas related to proof construction.
The submission of papers is closed.

Is there a shared meaning of "mathematical proof" among researchers in mathematics education? Almost all researchers may agree on a more or less formal definition of mathematical proof. But beyond that, what is the state of our field? To get a first insight for a possible answer, the author wents through a large number of research papers to figure out whether beyond the keywords we had some common understanding . The result is that it is not the case.

Research Conference

"A Proof Story"

Providence, Rhode Island, United States
16- 18 September 2004

Publication: "Argumentation et disciplines scolaires"

coordonné par
Jacques Douaire

The conference A "Proof Story" Across the Grades: Building a Collaborative on the Teaching and Learning of Proof in K-16 brought together an international group of researchers who are currently active in the study of proof at the elementary, secondary, and tertiary levels, and began a research collaborative that aims to coordinate individual and collective research programs in the teaching and learning of mathematical proof across grades K-16.

To

En relation avec le colloque "Argumentation et disciplines scolaires" (Lyon 7, 8 et 9 Octobre 2004 les travaux de la recherche INRP «Argumentation et démonstration dans les débats et discussion en classe»" font l'objet de la publication parue cet été "Argumentation et disciplines scolaires".

Pour en savoir plus ...


Nuevo editor en Castellano

I am happy to announce that the Newsletter has a new collaborator: Philippe Richard, from the University of Montréal, has agreed to serve as the "Editor en Castellano".

On behalf of the Proof Newsletter editorial board, and I think I can express the feelings of all the readers, I want to thank Patricio Herbst who beared this responsibility since the creation of the newsletter, in 1997. Patricio will continue to contribute as a member of the "Advisory board".


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Laboratoire Leibniz

Math Forum Internet News

Universita di Pisa

Editeur : Maria-Alessandra Mariotti
English Editor :
Virginia Warfield, Editor en Castellano : Philippe Richard

Redattore : Bettina Pedemonte

Advisory Board : Nicolas Balacheff, Paolo Boero, Daniel Chazan, Raymond Duval, Gila Hanna, Guershon Harel, Patricio Herbst, Celia Hoyles, Erica Melis,
Michael Otte
, Yasuhiro Sekiguchi, Michael de Villiers

La lettre de la Preuve


ISSN 1292-8763