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Samper C., Perry P., Camargo L., Sàenz-Ludlow A., Molina Ó (online first) A dilemma that underlies an existence proof in geometry Educational Studies in Mathematics.
Ernest P. (online first) The problem of certainty in mathematics Educational Studies in Mathematics.
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Yopp D. A., Ely R. (2016) When does an argument use a generic example? Educational Studies in Mathematics 91/1 37-53.
Makar K., Bakker A., Ben-Zvi D. (2015) Scaffolding norms of argumentation-based inquiry in a primary mathematics classroom ZDM 47/7, 1107-1120.
Miyazaki M., Fujita T., Jones K. (2015) Flow-chart proofs with open problems as scaffolds for learning about geometrical proofs ZDM 47/7, 1211-1224.
Díez-Palomar J., Olivé J. C. (2015) Using dialogic talk to teach mathematics: the case of interactive groups ZDM 47/7, 1299-1312.
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Reasoning and proof in Mathematics Education
Hamburg, Germany — July 24-31, 2016
A topic Study group is included at the 13th International Congress on Mathematical Education (ICME-13)
The submission process for posters has been extended. Submission of proposals for posters will be possible until 14th February 2016.
The decisions on the posters are sent out 14th-18th March 2016.
Irvine, CA — January 28-30, 2016
Some research sessions and a symposium about proof are presented this year at the AMTE. AMTE promotes the improvement of mathematics teacher education K-12. Here you can find the program of the conference.
O. Buchbinder, J. Cook — Enhancing prospective teachers’ knowledge of proof and dispositions towards productive struggle through exploration of math-tricks
D. C. Cox, J-J Lo, M. Cirillo, M. Rathouz — Preparing preservice teachers (K-8) to teach Geometry
M. T. Magiera — Promoting preservice K-8 teachers’ knowledge of mathematical reasoning for teaching: a hypothetical learning trajectory
I. Whitacre, T. Kervin — Using argumentative writing to promote preservice teachers’ noticing of children’s mathematical thinking
Y-Y Ko, S.P. Yee, J. D. Boyle, S. K. Bleiler, C. Rumsey, I. Whitacre, K. Lesseig — Supporting teachers’capabilities to engage students in constructing viable arguments and critiquing others’ reasoning
Tucson, Arizona — November 3-6, 2016The theme of the conference is Sin Fronteras: Questioning Borders with(in) Mathematics Education. This theme is intended to encourage research presentations, discussion, and reflection on the variety of borders within mathematics education (including argumentation and proof) as well as those that might be probed, challenged, explained, enhanced, and/or potentially transformed by mathematics education.
Deadline for Posters and working Groups is February 20.
Pittsburgh, PA — February 25-27, 2016
The conference is organized around the following themes: results of current research, contemporary theoretical perspectives and research paradigms, and innovative methodologies and analytic approaches as they pertain to the study of undergraduate mathematics education.
Many conferences about argumentation and proof are presented. You can find the abstract here.
H. Park — Prospective teachers’ evaluations of students’ proofs by mathematical induction
K. Bubp — Students’ explicit, unwarranted assumptions in “proofs” of false conjectures
K. Keene, D. Williams and C. McNeil — A new perspective to analyze argumentation and knowledge construction in undergraduate classrooms
K. Weber — Support for proof as a cluster concept: An empirical investigation into mathematicians’ practice
R. C. Moore, M. Byrne, T. Fukawa-Connelly and S. Hanusch — Interpreting proof feedback: Do our students know what we’re saying?
D. Chamberlain Jr. and D. Vidakovic — Use of strategic knowledge in a mathematical bridge course: Differences between an undergraduate and graduate
A. Benkhalti, A. Selden and J. Selden — A case study of developing self-efficacy in writing proof frameworks
D. Miller, N. Engelke-Infante and K. Weber — Mathematicians’ grading of proofs with gaps
D. Plaxco — Re-claiming during proof production
S. Hanusch — Example construction in the transition-to-proof classroom
M. Mills and D. Zazkis — Students’ formalization of pre-packaged informal arguments
A. Selden and J. Selden — An example of a linguistic obstacle to proof construction: Dori and the hidden double negative
M. Troudt — Mathematicians’ ideas when formulating proof in real analysis
S. Brown — Mary, Mary, is not quite so contrary: Unless she’s wearing Hilbert’s shoes
M. Morrow and M. Shepherd — Effect of teacher prompts on student proof construction
O. N. Kwon, Y. Bae and K. H. Oh — Design research on inquiry-based multivariable calculus: Focusing on students’ argumentation and instructional design
K. Lew and J. P. Mejia-Ramos — It’s not an English class’: Is correct grammar an important part of mathematical proof writing at the undergraduate level?
E. Demeke and M. Pacha-Sucharzewski — Undergraduate students proof-reading strategies: A case study at one research institution
E. Demeke and D. Earls — Mathematicians’ rational for presenting proofs: A case study of introductory abstract algebra and real analysis courses
J. P. Mejia-Ramos and K. Weber — Student performance on proof comprehension tests in transition-to-proof courses
P. C. Dawkins and S. Karunakaran — When should research on proof-oriented mathematical behavior attend to the role of particular mathematical content?
S. Brown — When nothing leads to everything: Novices and experts working at the level of a logical theory
D. Plaxco and M. Savic — Communicative artifacts of proof: Transitions from ascertaining to persuading