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Chimoni, Maria; Pitta-Pantazi, Demetra; Christou, Constantinos – Educational Studies in Mathematics, 2018

The aim of this study is to better understand the notion of early algebraic thinking by describing differences in grade 4-7 students' thinking about basic algebraic concepts. To achieve this goal, one test that involved generalized arithmetic, functional thinking, and modeling tasks, was administered to 684 students from these grades. Quantitative…

Descriptors: Algebra, Grade 4, Grade 5, Grade 6

Cañadas, María C.; Molina, Marta; del Río, Aurora – Educational Studies in Mathematics, 2018

Some errors in the learning of algebra suggest that students might have difficulties giving meaning to algebraic symbolism. In this paper, we use problem posing to analyze the students' capacity to assign meaning to algebraic symbolism and the difficulties that students encounter in this process, depending on the characteristics of the algebraic…

Descriptors: Algebra, Mathematical Logic, Symbols (Mathematics), Questionnaires

Jones, Steven R. – Educational Studies in Mathematics, 2018

Many mathematical concepts may have prototypical images associated with them. While prototypes can be beneficial for efficient thinking or reasoning, they may also have self-attributes that may impact reasoning about the concept. It is essential that mathematics educators understand these prototype images in order to fully recognize their benefits…

Descriptors: Mathematics Instruction, Models, Mathematical Concepts, Concept Formation

El Mouhayar, Rabih – Educational Studies in Mathematics, 2018

This study explored progression of students' level of reasoning and generalization in numerical and figural reasoning approaches across grades and in different pattern generalization types. An instrument that included four figural patterns was administered to a sample of 1232 students from grades 4 to 11 from five private schools. The findings…

Descriptors: Mathematics Instruction, Mathematics Skills, Generalization, Mathematical Logic

Carlsen, Martin – Educational Studies in Mathematics, 2018

The paper focuses on four upper secondary students' collaborative small-group mathematical reasoning (MR) with respect to a sinusoidal function. The students were collaboratively engaged in a process of MR regarding the relationships between mathematical theoretical descriptions of parameters in the algebraic expression of the sinusoidal function…

Descriptors: Mathematics Instruction, Secondary School Mathematics, Correlation, Algebra

Miyakawa, Takeshi – Educational Studies in Mathematics, 2017

This paper reports the results of an international comparative study on the nature of proof to be taught in geometry. Proofs in French and Japanese lower secondary schools were explored by analyzing curricular documents: mathematics textbooks and national curricula. Analyses on the three aspects of proof--statement, proof, and theory--suggested by…

Descriptors: Comparative Analysis, Mathematical Logic, Geometry, Teaching Methods

Miyazaki, Mikio; Fujita, Taro; Jones, Keith – Educational Studies in Mathematics, 2017

While proof is central to mathematics, difficulties in the teaching and learning of proof are well-recognised internationally. Within the research literature, a number of theoretical frameworks relating to the teaching of different aspects of proof and proving are evident. In our work, we are focusing on secondary school students learning the…

Descriptors: Secondary School Students, Secondary School Mathematics, Mathematical Logic, Validity

Dawkins, Paul Christian; Weber, Keith – Educational Studies in Mathematics, 2017

In this theoretical paper, we present a framework for conceptualizing proof in terms of mathematical values, as well as the norms that uphold those values. In particular, proofs adhere to the values of establishing a priori truth, employing decontextualized reasoning, increasing mathematical understanding, and maintaining consistent standards for…

Descriptors: Values, Norms, Mathematical Logic, Validity

Stouraitis, Konstantinos; Potari, Despina; Skott, Jeppe – Educational Studies in Mathematics, 2017

The study reported in this paper concerns the tensions and conflicts that teachers experience while they enact a new set of reform-oriented curricular materials into their classrooms. Our focus is ?n the interactions developed in two groups of teachers in two schools for a period of a school year. We use Activity Theory to study emerging…

Descriptors: Mathematics Instruction, Teaching Experience, Mathematics Teachers, Teaching Methods

Dawkins, Paul Christian; Cook, John Paul – Educational Studies in Mathematics, 2017

Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how…

Descriptors: Mathematical Logic, Thinking Skills, Undergraduate Students, College Mathematics

Komatsu, Kotaro – Educational Studies in Mathematics, 2017

In contrast to existing research that has typically addressed the process from example generation to proof construction, this study aims at enhancing empirical examination after proof construction leading to revision of statements and proofs in secondary school geometry. The term "empirical examination" refers to the use of examples or…

Descriptors: Secondary School Mathematics, Mathematics Instruction, Geometry, Mathematical Logic

Stylianides, Gabriel J.; Stylianides, Andreas J. – Educational Studies in Mathematics, 2017

The concept of "proof" has attracted considerable research attention over the past decades in part due to its indisputable importance to the discipline of mathematics and to students' learning of mathematics. Yet, the teaching and learning of proof is an instructionally arduous territory, with proof being recognized as a hard-to-teach…

Descriptors: Validity, Mathematical Logic, Intervention, Mathematics Instruction

Mata-Pereira, Joana; da Ponte, João-Pedro – Educational Studies in Mathematics, 2017

A proof is a connected sequence of assertions that includes a set of accepted statements, forms of reasoning and modes of representing arguments. Assuming reasoning to be central to proving and aiming to develop knowledge about how teacher actions may promote students' mathematical reasoning, we conduct design research where whole-class…

Descriptors: Mathematics Instruction, Mathematical Logic, Generalization, Validity

Gabel, Mika; Dreyfus, Tommy – Educational Studies in Mathematics, 2017

The notion of flow of a proof encapsulates mathematical, didactical, and contextual aspects of proof presentation. A proof may have different flows, depending on the lecturer's choices regarding its presentation. Adopting Perelman's New Rhetoric (PNR) as a theoretical framework, we designed methods to assess aspects of the flow of a proof. We…

Descriptors: Mathematics Instruction, Validity, Mathematical Logic, Theories

Roy, Somali; Inglis, Matthew; Alcock, Lara – Educational Studies in Mathematics, 2017

This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In study 1, students studied an e-Proof or a standard written proof and…

Descriptors: Intervention, Undergraduate Students, Multimedia Instruction, Eye Movements