...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>School Science and Mathematics >A Teacher's Conception of Communication in Geometry Proofs
【24h】

A Teacher's Conception of Communication in Geometry Proofs

机译：几何证明中教师的交流观念

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Mathematical proof has many purposes, one of which is communication of the reasoning behind a mathematical insight. Research on teachers' views of the role that proof plays as mathematical communication has been limited. This study describes how one teacher conceptualized proof communication during two units on proof (coordinate geometry proofs and Euclidean proofs). Based on classroom observations, the teacher's conceptualization of communication in written proofs is recorded in four categories: audience, clarity, organization, and structure. The results indicate differences within all four categories in the way the idea of communication is discussed by the teacher. Implications for future studies include attention to teachers' beliefs about learning mathematics in the process of understanding teachers' conceptions of proof as a means of mathematical communication.
机译：数学证明有许多目的，其中之一是传达数学见解背后的推理。对教师关于证明在数学交流中所扮演的角色的观点的研究已经受到限制。这项研究描述了一位老师如何在两个单元的证明（坐标几何证明和欧几里得证明）期间概念化证明交流。基于课堂观察，教师将书面证明中的交流概念化记录为四个类别：听众，清晰，组织和结构。结果表明，教师讨论交流观念的方式在所有四个类别中均存在差异。对未来研究的启示包括在理解教师作为数学交流手段的证明概念的过程中，关注教师关于学习数学的信念。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号