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Showing all 4 results
Direct linkHanna, Gila; Mason, John – For the Learning of Mathematics, 2014
This article discusses the concepts of "key ideas" and "memorability" and how they relate to the metric "width of a proof" put forward by the Fields medalist Timothy Gowers (2007) in a recent essay entitled "Mathematics, memory and mental arithmetic". The paper looks at the meaning of these concepts and…
Descriptors: Mathematics Education, Mathematical Logic, Mathematical Concepts, Teaching Methods
Peer reviewedHanna, Gila; Jahnke, Hans Niels – For the Learning of Mathematics, 2002
Investigates what the role of arguments from physics within mathematical proof is, and how this role should be reflected in the classroom. Presents examples showing the fruitfulness of center of gravity arguments in terms of geometrical configuration and the laws of the lever. Discusses educational advantages of the use of arguments from physics…
Descriptors: Concept Formation, Curriculum Development, Elementary Secondary Education, Geometry
Peer reviewedHanna, Gila – For the Learning of Mathematics, 1989
The origins of the emphasis on formal proof are discussed as well as more recent views. Factors in acceptance of a proof and the social process of acceptance by mathematicians are included. The impact of formal proof on the curriculum and implications for teaching are given. (DC)
Descriptors: Abstract Reasoning, Algebra, Deduction, History
Peer reviewedHanna, Gila – For the Learning of Mathematics, 1995
Proposes that the main function of proof in the mathematics classroom is to promote understanding. Argues that the most important challenge to mathematics educators is to find more effective ways to use proof in teaching. (52 references) (MKR)
Descriptors: Educational Change, Higher Education, Mathematics Curriculum, Proof (Mathematics)
