Conceptions and consequences of mathematical argumentation, justification, and proof

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Notes

1 https://rapecrisis.org.uk/get-informed/statistics-sexual-violence/.

2 https://en.reddit.com/r/math/comments/1q0nup/in_this_video_a_professor_essentially_states_that/.

Additional information

Notes on contributors

Lucy Rycroft-Smith

Lucy Rycroft-Smith is a writer, researcher, speaker and designer in mathematics education, working at Cambridge Mathematics as a Framework Designer and Editor and writing Espressos (filtered maths education research for teachers). She is studying for her PhD at the University of Cambridge, considering the idea of knowledge brokering – how, what, when. where and why we communicate research to mathematics teachers. Her other research interests include gender, sexualities and identity, feminism, decolonisation, curriculum design, board gaming, teaching discrete mathematics, representations of mathematics, maths and the arts, and professional development. She is the author of The Equal Classroom: Life-Changing Thinking About Gender (2019) co-editor of Flip the System UK: A Teachers’ Manifesto (2017), and also recently released The Primary Teacher’s Maths Journey book: A Year of Professional Learning, published by Cambridge University Press.