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Enacting Proof-Related Tasks in Middle School Mathematics: Challenges and Opportunities

Kristen N. Bieda 

July 2010, Volume 41, Issue 4, Page 351

Discussions about school mathematics often address the importance of reasoning and proving for building students’ understanding of mathematics. However, there is little research examining how teachers enact tasks designed to engage students in justifying and proving in the classroom. This article presents results of a study investigating the processes and outcomes of implementing proof-related tasks in the classroom. The findings suggest that students’ experiences with such tasks are insufficient for developing an understanding of what constitutes valid mathematical justification.

Case Study Methods
Curriculum Developer
Conceptual Development
Grades 6-8
Math Coordinator / Coach
Geometry & Measurement
Reasoning and Proof