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Validating statements in mathematical reasoning

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Some of these IM explanations were domain-first conceptualizations, containing inconsistencies with the CM epsilon-delta definition of continuity. He has been at the University of Durban-Westville since Univ. Her primary research interests are the role of proof and truth in mathematics and mathematics education, and gender issues in mathematics teaching and learning. After teaching mathematics and science at high school for a few years, Michael de Villiers, received the Science Teacher of the Year award in South Africa in Two special points in a triangle have been named after him. Finally, our research may inform the teaching and learning of complex analysis. Other researchers have explored how mathematicians convey mathematical notions such as projections Anderson and Leinhardt , eigenvectors Sinclair and Tabaghi , pointwise convergence in a Taylor series Martin , and topological notions Nemirovsky and Smith ;Wilkerson-Jerde and Wilensky Since , he has also been vice-chair of the SA Mathematics Olympiad Committee which is responsible for setting and organizing the nationwide South African Mathematics Olympiad, seeing a growth of participation from less than to over currently. A majority of the research exploring mathematicians' mathematical reasoning focuses on proof validation Inglis and Alcock ; Weber ; Weber and Mejia-Ramos and indicates that mathematicians tend more to the logical structure of a purported proof while students tend to focus on surface features of a purported proof. He has published 7 books and over articles peer reviewed articles in mathematics and mathematics education, many of which have been in international journals. From to she was Co-Editor of the international journal Educational Studies in Mathematics and is now one of its Advisory Editors. He is a regular speaker at local and international conferences on mathematics and mathematics education. We believe that this research contributes to the growing body of literature on mathematicians' reasoning about mathematical topics Anderson and Leinhardt ;Inglis and Alcock ;Martin ;Nemirovsky and Smith ;Sinclair and Tabaghi ; Weber ; Weber and Mejia-Ramos ;WilkersonJerde and Wilensky , and may inform the teaching of continuity of real-valued functions, for which there is minimal research Fisher ;Oehrtman Furthermore, as mathematicians validate purported proofs, they appear to use a variety of modes of reasoning such as formal reasoning, informal deductive reasoning, example-based reasoning, and rigorous proof construction Weber She has published extensively on proof and other aspects of mathematics education, and has delivered lectures at several universities as well as at numerous international conferences on mathematics education.

Validating statements in mathematical reasoning


After teaching mathematics and science at high school for a few years, Michael de Villiers, received the Science Teacher of the Year award in South Africa in He is a regular speaker at local and international conferences on mathematics and mathematics education. Furthermore, as mathematicians validate purported proofs, they appear to use a variety of modes of reasoning such as formal reasoning, informal deductive reasoning, example-based reasoning, and rigorous proof construction Weber Since , he has also been vice-chair of the SA Mathematics Olympiad Committee which is responsible for setting and organizing the nationwide South African Mathematics Olympiad, seeing a growth of participation from less than to over currently. Other researchers have explored how mathematicians convey mathematical notions such as projections Anderson and Leinhardt , eigenvectors Sinclair and Tabaghi , pointwise convergence in a Taylor series Martin , and topological notions Nemirovsky and Smith ;Wilkerson-Jerde and Wilensky A majority of the research exploring mathematicians' mathematical reasoning focuses on proof validation Inglis and Alcock ;Weber ;Weber and Mejia-Ramos and indicates that mathematicians tend more to the logical structure of a purported proof while students tend to focus on surface features of a purported proof. We believe that this research contributes to the growing body of literature on mathematicians' reasoning about mathematical topics Anderson and Leinhardt ;Inglis and Alcock ;Martin ;Nemirovsky and Smith ;Sinclair and Tabaghi ; Weber ; Weber and Mejia-Ramos ;WilkersonJerde and Wilensky , and may inform the teaching of continuity of real-valued functions, for which there is minimal research Fisher ;Oehrtman He has published 7 books and over articles peer reviewed articles in mathematics and mathematics education, many of which have been in international journals. She taught graduate courses in mathematics education and in measurement and evaluation; she also led a large number of research projects and supervised several Ph. From to she was Co-Editor of the international journal Educational Studies in Mathematics and is now one of its Advisory Editors. She has published extensively on proof and other aspects of mathematics education, and has delivered lectures at several universities as well as at numerous international conferences on mathematics education. Finally, our research may inform the teaching and learning of complex analysis. Her primary research interests are the role of proof and truth in mathematics and mathematics education, and gender issues in mathematics teaching and learning. Some of these IM explanations were domain-first conceptualizations, containing inconsistencies with the CM epsilon-delta definition of continuity. Two special points in a triangle have been named after him. A majority of the research exploring mathematicians' mathematical reasoning focuses on proof validation Inglis and Alcock ; Weber ; Weber and Mejia-Ramos and indicates that mathematicians tend more to the logical structure of a purported proof while students tend to focus on surface features of a purported proof. He has been at the University of Durban-Westville since Univ.

Validating statements in mathematical reasoning


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