Research in mathematics education is interdisciplinary. According to Higginson (1980),
mathematics, philosophy, psychology, and sociology are contributing disciplines to …

In the study reported on here, we investigated the effects of the use of dynamic geometry
software (DGS)(ie, GeoGebra) on learners' learning and a teacher's beliefs. The learners …

In this article we analyze students' conceptions in geometrical problem-solving and their
relations to proving. The main purpose of this paper is to show how students' conceptions …

This chapter explores the connection between two distinct ways of defining mathematical
explanation and thus of identifying explanatory proofs. The first is the one discussed in the …

Although there is no generally accepted list of criteria for the acceptance of proofs in
mathematical practice, judging the acceptability of purported proofs is an essential aspect of …

The transition from secondary to tertiary education is the process experienced by students
leaving secondary school and entering different kinds of postsecondary institutions …

There is a longstanding conversation in the mathematics education literature about proofs
that explain versus proofs that only convince. In this essay, we offer a characterization of …

Discrete mathematics brings interesting problems for teaching and learning proof, with
accessible objects such as integers (arithmetic), graphs (modeling, order) or polyominoes …

170 R. Cabassut et al. is wise to resort first to mathematical logic for a definition of proof and
to look afterwards at how working mathematicians comment on such a definition. According …

Many countries are revising their mathematics curriculum in order to elevate the role of proof
and argumentation at all school levels and for all student groups. Yet, we have very little …