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Direct linkTabach, Michal; Levenson, Esther; Barkai, Ruthi; Tsamir, Pessia; Tirosh, Dina; Dreyfus, Tommy – Journal of Mathematics Teacher Education, 2011
In light of recent reform recommendations, teachers are expected to turn proofs and proving into an ongoing component of their classroom practice. Two questions emerging from this requirement are: Is the mathematical knowledge of high school teachers sufficient to prove various kinds of statements? Does teachers' knowledge allow them to determine…
Descriptors: Mathematics Education, Secondary School Teachers, Number Concepts, Mathematical Logic
