dc.contributor.author | Valenta, Anita | |
dc.contributor.author | Enge, Ole | |
dc.date.accessioned | 2023-01-09T07:25:11Z | |
dc.date.available | 2023-01-09T07:25:11Z | |
dc.date.created | 2022-08-04T10:23:42Z | |
dc.date.issued | 2022 | |
dc.identifier.issn | 0732-3123 | |
dc.identifier.uri | https://hdl.handle.net/11250/3041722 | |
dc.description.abstract | In this study, we explore teaching practices promoting students’ learning to prove in a context where students work on exploration-requiring proving tasks. In these tasks, the goal is to provide an argument for the validity of a mathematical statement, and students are not given a particular procedure to follow. We propose a theoretical framing describing the students’ and teacher’s actions. Learning to prove in mathematics involves endorsing some meta-level rules that have been established historically and is an example of meta-level learning. We analyze two classroom episodes to show how the theoretical framing can be used in analysis and what the teaching practices can be. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Elsevier | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Teaching practices promoting meta-level learning in work on exploration-requiring proving tasks | en_US |
dc.title.alternative | Teaching practices promoting meta-level learning in work on exploration-requiring proving tasks | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.volume | 67 | en_US |
dc.source.journal | Journal of Mathematical Behavior | en_US |
dc.identifier.doi | https://doi.org/10.1016/j.jmathb.2022.100997 | |
dc.identifier.cristin | 2041090 | |
dc.relation.project | Norges forskningsråd: 301402 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |