{"title":"重新诠释数字话语：教师支持学生过渡到证明话语的认知研究","authors":"Sigrid Iversen Klock","doi":"10.1080/14794802.2024.2388064","DOIUrl":null,"url":null,"abstract":"Although much research encourages working with proof in school, it is recognised as a complex topic to teach. This paper investigates proof from a commognitive perspective, drawing on the assumptio...","PeriodicalId":45396,"journal":{"name":"Research in Mathematics Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reinterpreting the numerical discourse: a commognitive study of teachers’ support of students’ transition into the proving discourse\",\"authors\":\"Sigrid Iversen Klock\",\"doi\":\"10.1080/14794802.2024.2388064\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Although much research encourages working with proof in school, it is recognised as a complex topic to teach. This paper investigates proof from a commognitive perspective, drawing on the assumptio...\",\"PeriodicalId\":45396,\"journal\":{\"name\":\"Research in Mathematics Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-09-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Mathematics Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/14794802.2024.2388064\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Mathematics Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14794802.2024.2388064","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Reinterpreting the numerical discourse: a commognitive study of teachers’ support of students’ transition into the proving discourse
Although much research encourages working with proof in school, it is recognised as a complex topic to teach. This paper investigates proof from a commognitive perspective, drawing on the assumptio...
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