The teaching of proof
Deborah Loewenberg Ball, Celia Hoyles, Hans Niels Jahnke, Nitsa Movshovitz-Hadar
Abstract
This panel draws on research of the teaching of mathematical proof, conducted in five countries at different levels of schooling. With a shared view of proof as essential to the teaching and learning of mathematics, the authors present results of studies that explore the challenges for teachers in helping students learn to reason in disciplined ways about mathematical claims.
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