Copublished with Taylor & Francis Group
Edited by: Despina A. Stylianou, Maria L. Blanton, Eric J. Knuth
In recent years there has been increased interest in the
nature and role of proof in mathematics education; with many mathematics
educators advocating that proof should be a central part of the mathematics
education of students at all grade levels. This important new collection
provides that much-needed forum for mathematics educators to articulate a
connected K-16 "story" of proof. Such a story includes understanding how the
forms of proof, including the nature of argumentation and justification as well
as what counts as proof, evolve chronologically and cognitively and how
curricula and instruction can support the development of students' understanding
of proof. Collectively these essays inform educators and researchers at
different grade levels about the teaching and learning of proof at each level
and, thus, help advance the design of further empirical and theoretical work in
this area. By building and extending on existing research and by allowing a
variety of voices from the field to be heard, Teaching and Learning Proof Across
the Grades not only highlights the main ideas that have recently emerged on
proof research, but also defines an agenda for future study.