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Connecting Research to Teaching
Connecting Research to Teaching: Developing Students’ Capacity for Constructing Proofs through Discourse

Despina A. Stylianou and Maria L. Blanton Edited by Margaret Kinzel and Laurie Cavey 

September 2011, Volume 105, Issue 2, Page 140

Proof is central to doing mathematics. Yet proving is challenging for most students. In this paper we describe the findings of a year-long teaching experiment that focused on developing proof. We discuss the role of classroom discourse in developing argumentation practices that lead proof using examples from our work. The teacher’s role in managing and promoting this discourse is explicitly discussed.