Proof as a Cluster Concept [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).

Autor/in	Weber, Keith
Titel	Proof as a Cluster Concept [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Validity; Mathematical Logic; Mathematics Education; Mathematical Concepts; Cluster Grouping; Mathematical Models; Persuasive Discourse; Teaching Methods + Suchen Sie Ihr Suchwort? Gültigkeit; Mathematical logics; Mathematische Logik; Mathematische Bildung; Eingruppierung; Mathematical model; Mathematisches Modell; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Proof is a central concept in mathematics education, yet mathematics educators have failed to reach a consensus on how proof should be conceptualized. I advocate defining proof as a clustered concept, in the sense of Lakoff (1987). I contend that this offers a better account of mathematicians' practice with respect to proof than previous accounts that attempted to define a proof as an argument possessing an essential property, such as being convincing or deductive. I also argue that it leads to useful pedagogical consequences. [For the complete proceedings, see ED597799.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01