Preservice Teacher Beliefs About Proofs

School Science and Mathematics

Volumn 99, Issue 8, 1999, Pages 438-444

  Mingus, Tabitha T Y ^a   Grassl, Richard M ^b  

^a WESTERN MICHIGAN UNIVERSITY   (United States)

^b UNIVERSITY OF NORTHERN COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951477255     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.1999.tb17506.x     Document Type: Article

References (10)

1. Dunham, W. (1990) Journey through genius (1st ed.). New York: John Wiley & Sons.
2. Galbraith, P. (1995). Mathematics as reasoning. The Mathematics Teacher, 88(5), 412–417.
3. Hanna, G. (1983). Rigorous proof in mathematics education. Toronto: OISE Press.
4. Harel, G., & Sowder, L. (1998). Student proof schemes. Research on Collegiate Mathematics Education, 3, 234–283.
5. Hersh, R. (1993). Proving is convincing and explaining. Educational Studies in Mathematics, 24, 389–399.
6. Hoyles, C. (1997). The curricular shaping of students' approaches to proof. For the Learning of Mathematics, 17(1), 7–16.
7. Maher, C. A., & Martino, A. M. (1996). The development of the idea of mathematical proof: A 5-year case study. Journal for Research in Mathematics Education, 27(2), 194–214.
8. Martin, W. G., & Harel, G. (1989). Proof frames of preservice elementary teachers. Journal for Research in Mathematics Education, 20(1), 41–51.
9. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics, Reston, VA: Author.
10. Szombathelyi, A., & Szarvas, T. (1998). Ideas for developing students' reasoning: A Hungarian perspective. The Mathematics Teacher, 91(8), 677–681.