Abstract
Teaching mathematical proof is one of the most challenging topics for teachers. Several empirical studies revealed repeatedly different kinds of students' problems in this area. The results give support that students' abilities in proving are significantly influenced by their specific mathematics classrooms. In this paper we will present a method for evaluating proof instruction and some results of a video study that describe proving processes in mathematics classrooms at the lower secondary level from a mathematical perspective.
| Original language | English |
|---|---|
| Pages (from-to) | 98-104 |
| Number of pages | 7 |
| Journal | ZDM - Mathematics Education |
| Volume | 36 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2004 |
| Externally published | Yes |