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Research in Mathematics Education Volume 14, 2012 - Issue 1
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Research papers

On the different ways that mathematicians use diagrams in proof construction

Aron Samkoff Rutgers University, USACorrespondence[email protected]
,
Yvonne Lai University of Michigan, USA
&
Keith Weber Rutgers University, USA
Pages 49-67 | Published online: 22 Feb 2012

Citations (15)

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Read on this site (3)

David Miller, Joshua Case & Ben Davies. (2022) Students' beliefs on empirical arguments and mathematical proof in an introduction to proof class. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-22.
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Keith Jones, Laura Black & Alf Coles. (2019) Marking 21 years of Research in Mathematics Education. Research in Mathematics Education 21:1, pages 1-5.
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Yvonne Lai, Keith Weber & Juan Pablo Mejía-Ramos. (2012) Mathematicians’ Perspectives on Features of a Good Pedagogical Proof. Cognition and Instruction 30:2, pages 146-169.
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Articles from other publishers (12)

Eliel Vázquez Espinosa & Tomás Felipe Cahuich Cahuich. (2023) Análisis correlacional del razonamiento lógico abstracto y deductivo con el rendimiento académico en general y en el área matemática. RIEE | Revista Internacional de Estudios en Educación 23:2, pages 87-101.
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Manju Manoharan & Berinderjeet Kaur. (2022) Mathematics Teachers’ Perceptions of Diagrams. International Journal of Science and Mathematics Education 21:4, pages 1315-1337.
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Kathleen Melhuish, Kristen Vroom, Kristen Lew & Brittney Ellis. (2022) Operationalizing authentic mathematical proof activity using disciplinary tools. The Journal of Mathematical Behavior 68, pages 101009.
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Tanya Evans, Juan Pablo Mejía-Ramos & Matthew Inglis. (2022) Do mathematicians and undergraduates agree about explanation quality?. Educational Studies in Mathematics 111:3, pages 445-467.
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Anton Prayitno & Febi Dwi Widayanti. (2021) Cognitive map: strategies for tracking error patterns in mathematics proof. Journal of Physics: Conference Series 1940:1, pages 012108.
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Keith Weber, Paul Dawkins & Juan Pablo Mejía-Ramos. (2020) The relationship between mathematical practice and mathematics pedagogy in mathematics education research. ZDM 52:6, pages 1063-1074.
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Juan Pablo Mejía-Ramos & Keith Weber. (2020) Using task-based interviews to generate hypotheses about mathematical practice: mathematics education research on mathematicians’ use of examples in proof-related activities. ZDM 52:6, pages 1099-1112.
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Andreas J. Stylianides. (2018) Secondary students’ proof constructions in mathematics: The role of written versus oral mode of argument representation. Review of Education 7:1, pages 156-182.
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Dov Zazkis, Keith Weber & Juan Pablo Mejía-Ramos. (2016) Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context. Educational Studies in Mathematics 93:2, pages 155-173.
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Bo Zhen, Keith Weber & Juan Pablo Mejia-Ramos. (2015) Mathematics Majors’ Perceptions of the Admissibility of Graphical Inferences in Proofs. International Journal of Research in Undergraduate Mathematics Education 2:1, pages 1-29.
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Dov Zazkis, Keith Weber & Juan Pablo Mejía-Ramos. (2015) Two proving strategies of highly successful mathematics majors. The Journal of Mathematical Behavior 39, pages 11-27.
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Hortensia Soto-Johnson & Jonathan Troup. (2014) Reasoning on the complex plane via inscriptions and gesture. The Journal of Mathematical Behavior 36, pages 109-125.
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