Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs
Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs
复制标题
走向教学证明的全面知识包：关注经验论证就是证明的误解
DOI：
10.4102/pythagoras.v32i1.14
复制
发表时间：
2011
影响因子：
2.7
通讯作者：
Andreas J. Stylianides
中科院分区：
文献类型：
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作者：
Andreas J. Stylianides
证明的概念是有意义的数学学习的核心，但对学生来说很难学习。在各级学校的学生中占主导地位的一个严重的误解是，经验论据就是证据。因此，一个重要的问题是：什么样的知识可以帮助教师帮助学生克服这种误解？早期的研究导致了一个重要的，但不完整的“知识包”在这方面的教学建设。这个知识包的主要内容进行了总结，其进一步的发展是通过讨论一个以研究为基础的教学干预，发现是有效的，帮助中学生开始克服的误解，实证论据的证据。数学教师教育的影响被认为是。
The concept of proof is central to meaningful learning of mathematics, but is hard for students to learn. A serious misconception dominant amongst students at all levels of schooling is that empirical arguments are proofs. An important question, then, is the following: What knowledge might enable teachers to help students overcome this misconception? Earlier research led to construction of a significant but rather incomplete ‘knowledge package’ for teaching in this area. Major elements of this knowledge package are summarised and its further development is contributed to by discussing a research-based instructional intervention found to be effective in helping secondary students begin to overcome the misconception that empirical arguments are proofs. Implications for mathematics teacher education are considered.
影响因子：
1.3
作者：
Stylianides A
通讯作者：
Stylianides A