Proof as a Cluster Category

Autor/inn/en	Czocher, Jennifer A.; Weber, Keith
Titel	Proof as a Cluster Category
Quelle	In: Journal for Research in Mathematics Education, 51 (2020) 1, S.50-74 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Instruction; Validity; Mathematical Logic; Definitions; Teaching Methods; Probability; Models; Intuition + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Gültigkeit; Mathematical logics; Mathematische Logik; Begriffsbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Analogiemodell
Abstract	To design and improve instruction in mathematical proof, mathematics educators require an adequate definition of proof that is faithful to mathematical practice and relevant to pedagogical situations. In both mathematics education and the philosophy of mathematics, mathematical proof is typically defined as a type of justification that satisfies a collection of necessary and sufficient conditions. We argue that defining the proof category in this way renders the definition incapable of accurately capturing how category membership is determined. We propose an alternative account--proof as a cluster category--and demonstrate its potential for addressing many of the intractable challenges inherent in previous accounts. We will also show that adopting the cluster account has utility for how proof is researched and taught. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: https://pubs.nctm.org/view/journals/jrme/jrme-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01