Connecting Research to Teaching: Developing Students' Capacity for Constructing Proofs through Discourse

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Proof is central to doing mathematics. Yet proving is challenging for most students. In this article we describe the findings of a yearlong teaching experiment that focused on developing proof. We discuss the role of classroom discourse in developing argumentation practices that lead proof using examples from our work. The teacher's role in managing and promoting this discourse is explicitly discussed.

Contributor Notes

Despina A. Stylianou, dstylianou@ccny.cuny.edu, is an associate professor of mathematics education at The City College of New York. She is interested in the development of students' mathematical practices across the grades, including proof and representation.

Maria L. Blanton, mblanton@umassd.edu, is a senior research scientist at the Kaput Center and a professor in the STEM Education Department at the University of Massachusetts Dartmouth. Her work includes understanding how classroom practice can support students' learning of proof.

(Corresponding author is Stylianou dstylianou@ccny.cuny.edu)(Corresponding author is Blanton mblanton@umassd.edu)
The Mathematics Teacher

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