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Baldino R. (1998) Dialectical proof: Should we teach it to physics students. PME XXII, Volume 2, pp.48-55. |
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Barkai, R., Tsamir P., Tirosh D., Dreyfus T. (2002) Proving or refuting arithmetic claims: The case of elementary school teachers (Vol. 2, pp. 57-64) PME XVI | ||
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Boero P., Garuti R., Mariotti M. A. (1996) Some dynamic mental processes underlying producing and proving conjectures. PME XX. *** |
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Boero P., Garuti R., Lemut E., Mariotti M. A. (1996) Challenging the traditional school approach to theorems: a hypothesis about the cognitive unity of theorems. PME XX. *** |
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Boero P., Garuti R., Lemut E. (1999) About the generation of conditionality of statements and its links with proving. PME XXIII, Volume 2, pp. 137-44. |
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Boero, P. (2006) Habermas’ theory of rationality as a comprehensive frame for conjecturing and proving in school PME XXX Vol. 2, p. 185 | ||
Breiteig, T. & Grevholm, B. (2006) The transition from arithmetic to algebra: to reason, explain, argue, generalize and justify PME XXX Vol. 2, p. 225 | ||
Brown L., Coles A. (1997) The story of Sarah: seing the general in the particular? PME XXI, Volume 2, pp. 113-120. |
Cañadas, C., Gómez P., Castro E. (2002) Didactical reflections about some proofs of the Pythagorean proposition (Vol. 2, pp. 169-176) PME XVI | ||
Chen, I., Lin F. (2002) The evolution of a student teacher's pedagogical views about teaching mathematics proof (Vol. 2, pp. 225-232) PME XVI | ||
Chin E.-T., Tall D. (2000) Making, having and copressing formal mathematical concepts. PME XXIV Research Reports. Vol. 2 p. 177-184 | ||
Cifarelli V. (1999) Abductive inference: Connections between problem posing and solving. PME XXIII, Volume 2, pp. 217-224. |
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Clement J. (1983) Use of analogies and spatial transformations by experts in solving mathematics problems. PME-NA V, Volume 2, pp. 101-111. |
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Csí-kos C. A. (1999) Measuring students' proving ability by means of Harel and Sowder's proof-categorization. PME XXIII, Volume 2, pp. 233-240. |
Dann E., Pantozzi R., Steencken E. (1995) "Unconsciously learning something:" A focus on teacher questioning. PME NA VII, Volume 2., pp. 276-284. |
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de Villiers M. (1997) Approaching geometry theorems in contexts: from history and epistemology to cognition, a reaction. PME XXI, pp.196-198. |
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de Villiers M. (1997) A Fibonacci Generalization: A Lakatosian Example. PME XXI (Vol.1 p.269). Lahti, Finland. |
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Doerr H. (1995) Evidence and proof: Explaining vector relationships. PME-NA XVII, Volume 1, pp. 117-122. |
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Dörfler W. (1983) Models of the process of mathematical generalization. PME VII, pp. 57-62. |
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Douek N. (1999) Argumentative aspects of proving: Analysis of someundergraduate mathematics students' performances. PME XXIII, Volume 2, pp. 273-280. | ||
Douek N., Scali E. (2000) About argumentation and conceptualization. PME XXIV Research Reports. Vol. 2, p. 257-264. | ||
Douek, N. (2002) Context, complexity and argumentation (Vol. 2, pp. 297-304) PME XVI | ||
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Douek, N. (2006) Vygotsky’s everyday concepts/scientific concepts dialectics in school context: A case study PME XXX Vol. 2, p. 449 |
Ebersbach, M. & Resing, W. C. M. (2006) Reasoning about non-linearity in 6- to 9-year-olds: the role of task presentation PME XXX Vol. 3, p. 9 | ||
Ernest P. (1995) The mythic quest of the hero: A semiotic analysis of mathematical proof. PME XIX, Volume 1, p. 240). |
Ferrari, P. L. (2006)From verbal texts to symbolic expressions: A semiotic approach to early algebra PME XXX Vol. 3, p. 73 | ||
Ferrando, E.(2006) The abductive system PME XXX Vol. 3, p. 57 | ||
Finlow-Bates K., Lerman S., Morgan C. (1993) A survey of concepts of proof held by first year mathematics students. PME XVII, Volume 1, pp. 252-259. |
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Fishbeim E., Kedem I. (1982) Proof and certitude in the development of mathematical thinking. PME VI, pp.128-131. |
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Freitas J., Maury S. (1995) A study of types of proofs produced by students of the secondary school on the domain of whole numbers. PME XIX, Volume 1, p. 201. |
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Fujita, T., Jones, K. (2002) The bridge between practical and deductive geometry: Developingthe 'geometrical eye' (Vol. 2, pp. 384-391) PME XVI | ||
Furinghetti F., Paola D. (1991) On some obstacles in understanding mathematical text. PME XV, Volume 2, pp. 56-63. |
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Furinghetti F., Paola D. (1995) A different approach to algebra and proof: Behaviors observed in classroom. PME XIX, Volume 1, p. 202. |
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Furinghetti F., Paola D. (1997) Shadows on proof. PME XXI, Volume 2, pp. 273-280. |
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Furinghetti F., Paola D. (1998) Context influence on mathematical reasoning. PME XXII, Volume 2, pp. 313-320. |
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Furinghetti, F., Domingo P. (2002) Defining within a dynamic geometry environment: notes from the classroom (Vol. 2, pp. 392-399) PME XVI | ||
Fuys D. (1984) Van Hiele levels of thinking of sixth graders. PME NA VII, pp.113-119. |
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Gardiner J., Hudson B. (1998) The evolution of pupils' ideas of construction and proof using hand-held dynamic geometry technology. PME XXII, Volume 2, pp. 337-344. |
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Garuti R., Boero P., Lemut E. (1998) Cognitive unity of theorems and difficulty of proof. PME XXII, Volume 2, pp. 345-352. |
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Garuti, R., Boero, P. (2002) Interiorisation of forms of argumentation: A case study (Vol. 2, pp. 408-415) PME XVI | ||
Geeslin W. (1995) College students' early ideas about mathematical proof. PME NA VII, Volume 2., p. 67. |
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Godino J. D., Recio A. M. (1997) Meaning of proofs in mathematics education. PME XXI, Volume 2 pp. 313-320. |
Haddas N., Dreyfus T., Friedlander A. (1983) Euclidean geometry for average ability children. PME VII, pp. 253-258. |
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Haddas N., Herschkowitz R. (1998) Proof in geometry as an explanatory and convincing tool. PME XXII, Volume 3, pp. 25-32 |
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Haddas N., Hershkowitz R. (1999) The role of uncertainty in constructing and proving in computerized environment. PME XXIII, Volume 3, pp. 57-64. |
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Haddas, N. (2002) Activity analyses at the service of task design (Vol. 3, pp. 49-56) PME XVI | ||
Hanna G. (1989) Proofs that prove and proofs that explain. PME XX, Volume 2, 45-51. |
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Hanna G. (1996) The ongoing value of proof. PME XX, Volume 1. Valencia, Spain. |
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Hanna G., Jahnke N. (1999) Using arguments from physics to promote understanding of mathematical proof. PME XXIII, Volume 3, pp. 73-80. |
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Harel G. (1997) A reaction to "approaching geometry in contexts: from history and epistemology to cognition", by M. A. Mariotti, M. G. Bartolini Bussi, P. Boero, F. Ferri, R. Garutti". PME XXI (unpublished contribution) | ||
Harada K., Gallou-Dumiel E., Nohda N. (2000) The role of figures in geometrical proof-probel solving: Students' cognitions of geometrical figures in france and Japan. PME XXIV Research Reports. Vol. 3 p. 25-32 | ||
Heid M. K., Blume G., Flanagan K., Kerr K., Marshall J., Iseri L. (1997). Conjecturing and representational style in CAS-assisted mathematical problem solving. PME NA XIX, pp. 585-592. |
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Heinze, A. (2002) "...because a square is not a rectangle" - Student's knowledge of simple geometrical concepts when starting to learn proof (Vol. 3, pp. 81-88) PME XVI | ||
Heinze, A. & Reiss, K. & Groß, C. (2006) Learning to prove with heuristic worked-out examples PME XXX Vol. 3, p. 273 | ||
Hoyles C., Healy L. (1999) Linking informal argumentation with formal proof through computer-integrated teaching experiments. PME XXIII, Volume 3, pp. 105-112. |
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Knapp, J. & Weber, K. (2006) Reconceiving strategic knowledge in proving from the student’s perspective PME XXX Vol. 3, p. 449 | ||
Knipping C. (2001) Towards a comparative analysis of proof teaching, PME XXV, Vol.3, pp.249-256 | ||
Knuth E., Elliott R. (1997). Preservice secondary mathematics teachers' interpretations of mathematical proof. PME NA XIX, pp. 545-551. | ||
Krummheuer G. (2000) Narrative elements in mathematical argumentation in primary education. PME XXIV Research Reports. Vol. 3 p. 175-182. | ||
Küchemann D., Hoyles C. (2001) Investigating factors that influence students' mathematical reasoning, PME XXV, Vol.3, pp. 257-264 | ||
Küchemann, D., Hoyles, C. (2002) Students' understanding of a logical implication and its converse (Vol. 3, pp. 241-248) PME XVI |
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Leron U. (1982) How communicative is a proof? PME VI, pp.132-136. | ||
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Lin, Fou-Lai (2005) Modeling students learning on mathematical Proof and refutation, PME XXIX, vol.1, pp. 3-18. |
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Mariotti M. A., Maracci M. (1999) Conjecturing and proving in problem solving situations. PME XXIII, Volume 3, pp.265-272. |
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Mariotti M.A., Cerulli M. (2001) Semiotic mediation for algebra teaching and learning, PME XXV, Vol. 3, pp. 343-349 | ||
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Miyakawa, T. (2002) Relation between proof and conception: The case of proof for the sum of two even numbers (Vol. 3, pp. 353-360) PME XVI | ||
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Mogetta C. (2001) Argumentative processes in problem solving situations: the mediation of tools, PME XXV, Vol.3, pp. 375-282 | ||
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Murphy, C. (2006) Embodiment and reasoning in children’s invented calculation strategies PME XXX Vol. 4, p. 217 |
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Okazaki M., Iwasaki H. (2000) Geometric construction as threshol of proof: the figure as a cognitive tool for justification. PME XXIV Short Oral Communication. Vol.1 p. 180-183. | ||
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Reid, D. (2002) Describing young children's deductive reasoning (Vol. 4, pp. 105-112) PME XVI | ||
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Zack, V. (2002) Learning from learners: robust counterarguments in fifth graders' talk about reasoning and proving (Vol. 4, pp. 433-441) PME XVI | ||
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