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ERIC Number: EJ879356
Record Type: Journal
Publication Date: 2010-Apr
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0025-5769
Proof & Prealgebra
Barnes, Rachael; Hamon, Suzanne
Mathematics Teacher, v103 n8 p597-602 Apr 2010
The prealgebra curriculum presents many opportunities for encouraging students to justify their inferences. Requiring students to communicate clearly the reasoning behind their solutions, with appropriate mathematical language and notation, helps lay the groundwork for future, proof-based mathematics courses. Prealgebra students can even be introduced to formal proof in several contexts. Once they have a basic concept of what it means to "prove" something, conversations naturally arise about what steps must be included in a rigorous proof and the difference between conjecture and proof. This article presents classroom activities and discussions that are rich with opportunities for motivating prealgebra students to engage in proof and for spurring conversations that lead to greater proof readiness in students before a formal, proof-based geometry course. (Contains 8 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A