Preservice teachers' knowledge of proof by mathematical induction

Preservice teachers' knowledge of proof by mathematical induction

There is a growing effort to make proof central to all students' mathematical experiences across all grades. Success in this goal depends highly on teachers' knowledge of proof, but limited research has examined this knowledge. This paper contributes to this domain of research by investiga...

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Bibliografiske detaljer
Main Authors:	Stylianides, G, Stylianides, A, Philippou, G
Format:	Journal article
Sprog:	English
Udgivet:	2007

Lignende værker

Introducing students and prospective teachers to the notion of proof in mathematics
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Udgivet: (2022)

Investigating the guidance offered to teachers in curriculum materials: The case of proof in mathematics
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Udgivet: (2008)

Viewing "mathematics for teaching" as a form of applied mathematics: Implications for the mathematical preparation of teachers
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Udgivet: (2014)

Proof and proving in school and mathematics education research: a systematic review
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Udgivet: (2023)

Proof constructions and evaluations
af: Stylianides, A, et al.
Udgivet: (2009)

Proof constructions and evaluations
af: Stylianides, A, et al.
Udgivet: (2009)

Proof constructions and evaluations
af: Stylianides, G, et al.
Udgivet: (2009)

Promoting elements of mathematical knowledge for teaching related to the notion of assumptions
af: Stylianides, G, et al.
Udgivet: (2023)

Facilitating the transition from empirical arguments to proof
af: Stylianides, G, et al.
Udgivet: (2009)

Important mathematical competences for students in the age of generative artificial intelligence: proof comprehension and evaluation, and ChatGPT
af: Stylianides, AJ, et al.
Udgivet: (2025)

Research-based interventions in the area of proof: The past, the present, and the future.
af: Stylianides, G, et al.
Udgivet: (2017)

Facilitating the transition from empirical arguments to proof
af: Stylianides, G, et al.
Udgivet: (2009)

Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs
af: Andreas J. Stylianides
Udgivet: (2011-08-01)

Undergraduate students' understanding of the contraposition equivalence rule in symbolic and verbal contexts
af: Stylianides, A, et al.
Udgivet: (2004)

Mathematics for teaching: A form of applied mathematics
af: Stylianides, G, et al.
Udgivet: (2010)

Research on the teaching and learning of proof: Taking stock and moving forward
af: Stylianides, G, et al.
Udgivet: (2017)

Mathematics for teaching: A form of applied mathematics
af: Stylianides, G, et al.
Udgivet: (2010)

Conditions for proving by mathematical induction to be explanatory
af: Stylianides, G, et al.
Udgivet: (2016)

Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice
af: Skilling, K, et al.
Udgivet: (2022)

Impacting prospective teachers' beliefs about mathematics
af: Shilling-Traina, L, et al.
Udgivet: (2013)

Impacting positively on students' mathematical problem solving beliefs: An instructional intervention of short duration
af: Stylianides, A, et al.
Udgivet: (2014)

Seeking research-grounded solutions to problems of practice: Classroom-based interventions in mathematics education
af: Stylianides, A, et al.
Udgivet: (2013)

Approaches to supporting and measuring mathematical problem posing: a systematic review of interventions in mathematics education
af: Zhang, L, et al.
Udgivet: (2025)

Studying the classroom implementation of tasks: High-level mathematical tasks embedded in 'real-life' contexts
af: Stylianides, A, et al.
Udgivet: (2008)

A type of parental involvement with an isomorphic effect on urban children's mathematics, reading, science, and social studies achievement at kindergarten entry
af: Stylianides, A, et al.
Udgivet: (2011)

Studying the implementation of tasks in classroom settings: High-level mathematics tasks embedded in real-life contexts
af: Stylianides, G, et al.
Udgivet: (2008)

A type of parental involvement with isomorphic effect on urban children’s mathematics, reading, science, and social studies achievement
af: Stylianides, G, et al.
Udgivet: (2011)

Reasoning-and-proving in school mathematics textbooks
af: Stylianides, G
Udgivet: (2009)

Reasoning-and-proving in school mathematics textbooks
af: Stylianides, G
Udgivet: (2009)

Preservice and novice teachers’ knowledge on preformal proofs: triangle postulate as an example
af: Leung, K-CI, et al.
Udgivet: (2017)

PROSPECTIVE TEACHERS' CHALLENGES IN TEACHING REASONING-AND-PROVING
af: Stylianides, G, et al.
Udgivet: (2013)

PROSPECTIVE TEACHERS' CHALLENGES IN TEACHING REASONING-AND-PROVING
af: Stylianides, G, et al.
Udgivet: (2013)

Teaching and learning authentic mathematics: the case of proving
af: Stylianides, AJ, et al.
Udgivet: (2022)

Development of local theories in design-based research in mathematics education
af: Komatsu, K, et al.
Udgivet: (2025)

Introducing students to the role of assumptions in mathematical activity
af: Komatsu, K, et al.
Udgivet: (2023)

Assessing preservice secondary school mathematics teachers' knowledge of area
af: Thiam Yew, W., et al.
Udgivet: (2013)

Enhancing mathematical problem posing competence: a meta-analysis of intervention studies
af: Zhang, L, et al.
Udgivet: (2024)

Procedural and Conceptual Knowledge: Exploring the Gap Between Knowledge Type and Knowledge Quality
af: Star, JR, et al.
Udgivet: (2013)

Mathematics Preservice Teachers’ Views on Mathematical Literacy
af: Ani Afifah, et al.
Udgivet: (2019-01-01)

Reasoning-and-proving in school mathematics: The case of pattern identification
af: Stylianides, G, et al.
Udgivet: (2009)