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Demostrar
Un tema que me interesa particularmente (Antonio) es el de enseñar a demostrar y a comprender demostraciones.
A medida que leo me encuentro incorporando aspectos generales de cómo leer matemáticas.
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- Alejandro S. González-Martín, Isabelle Bloch, Viviane Durand-Guerrier and Michela Maschietto (2014) Didactic situations and didactical engineering in university mathematics: Cases from the study of calculus and proof. Research in Mathematics Education 16, no. 2: 117-134.
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- Ann Wheeler and Joseph Champion (2013) Students’ Proofs of One-to-One and Onto Properties in Introductory Abstract Algebra. International Journal of Mathematical Education in Science and Technology 44, no. 8: 1107-1116.
- Zhihui Fang and Suzanne Coatoam. "Disciplinary literacy: What you want to know about it." Journal of Adolescent & Adult Literacy 56, no. 8 (2013): 627-632.
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- Tommy Dreyfus, Elena Nardi, and Roza Leikin. "Forms of proof and proving in the classroom." In Proof and proving in mathematics education, pp. 191-213. Springer, Dordrecht, 2012.
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- Aaron Weinberg, Emilie Wiesner, Bret Benesh, and Timothy Boester. "Undergraduate students' self-reported use of mathematics textbooks." Primus 22, no. 2 (2012): 152-175.
- Aaron Weinberg and Emilie Wiesner (2011) Understanding mathematics textbooks through reader-oriented theory. Educational Studies in Mathematics 76, no. 1: 49-63.
- Keith Weber and Juan Pablo Mejia-Ramos (2011) Why and how mathematicians read proofs: an exploratory study. Educational Studies in Mathematics 76, no. 3: 329-344.
- S. Brown "An investigation of students proof preferences: The case of indirect proofs." In Proceedings of the 14th Annual Conference on Research in Undergraduate Mathematics Education, vol. 4, pp. 31-36. 2011.
- Caroline Yoon, Michael OJ Thomas, and Tommy Dreyfus. "Gestures and insight in advanced mathematical thinking." International Journal of Mathematical Education in Science and Technology 42, no. 7 (2011): 891-901.
- Robert A. Powers, Cathleen Craviotto, and Richard M. Grassl. "Impact of proof validation on proof writing in abstract algebra." International Journal of Mathematical Education in Science and Technology 41, no. 4 (2010): 501-514.
- Brian J. Frasier. "Secondary school mathematics teachers' conceptions of proof." University of Massachusetts Lowell, 2010.
- Xiaobao Li (2010) Cognitive analysis of students' errors and misconceptions in variables, equations, and functions." PhD diss., Texas A & M University.
- Lane Andrew (2009) "Creating a proof error evaluation tool for use in the grading of student-generated “proofs”." Primus 19, no. 5: 447-462.
- P. Karen Murphy, Ian AG Wilkinson, Anna O. Soter, Maeghan N. Hennessey, and John F. Alexander. "Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis." Journal of educational psychology 101, no. 3 (2009): 740.
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- Guershon Harel and Larry Sowder. Toward comprehensive perspectives on the learning and teaching of proof. Second handbook of research on mathematics teaching and learning 2 (2007): 805-842.
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- Lara Alcock and Keith Weber. "Proof validation in real analysis: Inferring and checking warrants." The Journal of Mathematical Behavior 24, no. 2 (2005): 125-134.
- Andreas J. Stylianides, Gabriel J. Stylianides, and George N. Philippou. "Undergraduate students' understanding of the contraposition equivalence rule in symbolic and verbal contexts." Educational Studies in Mathematics 55, no. 1 (2004): 133-162.
- Annie Selden and John Selden (2003) Validations of Proofs Considered as Texts: Can Undergraduates Tell Whether an Argument Proves a Theorem?. Journal for research in mathematics education, 34(1), 4-36.
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- Carolyn A. Maher and Amy M. Martino. "The development of the idea of mathematical proof: A 5-year case study." Journal for Research in Mathematics Education 27, no. 2 (1996): 194-214.
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- Annie Selden and John Selden. "Errors and misconceptions in college level theorem proving." In Proceedings of the second international seminar on misconceptions and educational strategies in science and mathematics, vol. 3, pp. 457-470. Cornell University, 1987.
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