Preface
Andreas J. Stylianides*; Guershon Harel
as899@cam.ac.uk
THEME 1: EPISTEMOLOGICAL ISSUES RELATED TO PROOF AND PROVING
Chapter 1. Reflections on proof as explanation
Gila Hanna - gila.hanna@utoronto.ca
Chapter 2. Working on proofs as contributing to conceptualization - The case of IR completeness
Viviane Durand-Guerrier*; Denis Tanguay
viviane.durand-guerrier@umontpellier.fr
Chapter 3. Types of epistemological justifications, with particular reference to complex numbers Guershon Harel
harel@math.ucsd.edu
Chapter 4. Mathematical argumentation in elementary teacher education: The key role of the cultural analysis of the content
Paolo Boero*; Giuseppina Fenaroli; Elda Guala
boero@dima.unige.it
Chapter 5. Toward an evolving theory of mathematical practice informing pedagogy: What standards for this research paradigm should we adopt?
Keith Weber*; Paul Dawkins
keith.weber@gse.rutgers.edu
THEME 2: CLASSROOM-BASED ISSUES RELATED TO PROOF AND PROVING
Chapter 6. Constructing and validating the solution to a mathematical problem: The teacher's prompt
Maria Alessandra Mariotti*; Manuel Goizueta
mariotti21@unisi.it
Chapter 7. Addressing key and persistent problems of students' learning: The case of proof
Andreas J. Stylianides*; Gabriel J. Stylianides
as899@cam.ac.uk
Chapter 8. How can a teacher support students in constructing a proof?
Bettina Pedemonte
bettina.pedemonte@sjsu.edu
Chapter 9. Proof validation and modification by example generation: A classroom-based intervention in secondary school geometry
Kotaro Komatsu*; Tomoyuki Ishikawa; Akito Narazaki
kkomatsu@shinshu-u.ac.jp
Chapter 10. Classroom-based issues related to proofs and proving Ruhama Even
ruhama.even@weizmann.ac.il
THEME 3: COGNITIVE AND CURRICULAR ISSUES RELATED TO PROOF AND PROVING
Chapter 11. Mathematical argumentation in pupils' written dialogues
Gjert-Anders Askevold; Silke Lekaus*
slek@hib.no
Chapter 12. The need for "linearity" of deductive logic: An examination of expert and novice proving processes
Shiv Smith Karunakaran
karunak3@msu.edu
Chapter 13. Reasoning-and-proving in algebra in school mathematics textbooks in Hong Kong
Kwong-Cheong Wong*; Rosamund Sutherland
wongkwongcheong@gmail.com
Chapter 14. Irish teachers' perceptions of reasoning-and-proving amidst a national educational reform
Jon D. Davis
jon.davis@wmich.edu
Chapter 15. About the teaching and learning of proof and proving: Cognitive issues, curricular issues and beyond
Lianghuo Fan*; Keith Jones
l.fan@southampton.ac.uk
THEME 4: ISSUES RELATED TO THE USE OF EXAMPLES IN PROOF AND PROVING
Chapter 16. How do pre-service teachers rate the conviction, verification and explanatory power of different kinds of proofs?
Leander Kempen
kempen@khdm.de
Chapter 17. When is a generic argument a proof?
David Reid*; Estela Vallejo Vargas
dreid@math.uni-bremen.de
Chapter 18. Systematic exploration of examples as proof: Analysis with four theoretical frameworks
Orly Buchbinder
orly.buchbinder@unh.edu
Chapter 19. Using examples of unsuccessful arguments to facilitate students' reflection on their processes of proving
Yosuke Tsujiyama*; Koki Yui
tsujiy
