References on Proof

 

Abramovich, S. (1996).  Diagrammatic reasoning, technology and geometrization of proof in secondary mathematics. In E. Jakubowski & D. Watkins & H.  Biske (Eds.) Proceedings of the conference of the North American group for the Psychology of Mathematics Education.  Panama City, Florida.

Alcock, L.J., (2004). Uses of example objects in proving. In M. J.Hoines & A. B. Fuglestad (Eds.)  Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education. Bergen, Norway.

Alcock, L.J. & Simpson, A.P., (2002), Definitions: dealing with categories mathematically. For the Learning of Mathematics, 22(2), 28-34.

Alcock, L.J. & Simpson, A.P., (2004). Convergence of sequences and series: interactions between visual reasoning and the learner’s beliefs about their own role. Educational Studies in Mathematics, 57(1), 1-32.

Alcock, L.J. & Simpson, A.P., (in press), Convergence of sequences and series 2: interactions between non-visual reasoning and the learner’s beliefs about their own role.  Educational Studies in Mathematics.

Alcock, L. J. & Weber, K. (2004) Using a warranted conception of implication to validate proofs.  In D. E. McDougall & J. A. Ross (Eds.) Proceedings of the conference of the North American Chapter of the International group for the Psychology of Mathematics Education.  Toronto, Ontario, Canada.

Alexander, D. & DeAlba, L. (1997).  Groups for proofs: collaborative learning in a mathematics reasoning course.  Primus, 7, (3), (pp.193-207).

Alibert, D. (1988).  Towards new customs in the classroom.  For the Learning of mathematics, 8, (2), (pp.31-35).

Alibert, D., & Thomas, M. (1991).  Research on mathematical proof.  In Tall, D. (Ed.), Advanced mathematical thinking, (pp.215-230).  Dordrecht, Netherlands: Kluwer.

Almeida, D. (1995).  Mathematics undergraduates’ perceptions of proof.  Teaching mathematics and its applications, 14.

Almeida, D. (1996).  Variation in proof standards: Implications for mathematics education.  International Journal of Mathematical Education in Science and Technology, 27, (pp.659-665).

Almeida, D. (1996). Proof in undergraduate mathematics in the UK: A case of bridging from the informal to the formal? Proccedings of the 8th International Congress on Mathematics Education. Seville, Spain.

Anderson, I., van Asch, B., & van Lint, J. (2004). Discrete mathematics in the high school curriculum. Zentralblatt für Didaktik der Mathematik, 36 (6), 105-116

Anderson, J.R. (1983).  Acquisition of proof skills in geometry.  In Carbonnel, J.G., Michalski, R., & Mitchell, T. (Eds.), Machine Learning: An Artificial Intelligence Approach,  (pp.191-219).  Paolo Alto, C.A.: Tioga.

Anderson, J.A. (1994).  The answer is not the solution - inequalities and proof in undergraduate mathematics.  International Journal of Mathematics Education in Science and Technology 25, (pp.655-663)

Anderson, J. (1995).  The legacy of school: Attempts at justifying and proving among new graduates.  Proceedings of the Mathematical Sciences Institute of Education Conference on Proof, (pp.47-58).  London, U.K.: University of London.  

Antonini, S. (2004).  A statement, the contrapositive and the inverse: intuition and argumentation.  In M. J.Hoines & A. B. Fuglestad (Eds.)  Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education. Bergen, Norway.

Antonini, S. (2003).  Non-examples and proofs by contradiction. In N. A. Pateman & B. J. Dougherty & J. Zilliox (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Honolulu, Hawaii. 

Arzarello, F. (2000).  Inside and outside: spaces, times, and language in proof production. In T. Nakahara & M. Koyama (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Hiroshima, Japan.     

Baker, J. (1996).  Students’ difficulties with proof by mathematical induction.  Paper presented at the AERA meeting.  New York, N.Y.

Baker, D. & Campbell, C. (2004). Fostering the Development of Mathematical Thinking: Observations From a Proofs Course. PRIMUS, 14 (4)

Balacheff, N. (2004). The researcher epistemology: A deadlock for educational research on proof.

Balacheff, N. (1991).  The benefits and limits of social interaction: The case of mathematical proof.  In Bishop, A., Mellin-Olsen, S. & van Dormolen, J. (Eds.), Mathematical knowledge: Its growth through teaching, (pp.175-192).  Dordrecht, Netherlands: Kluwer Academic Publishers.

Balacheff, N. (1991).  Treatments of refutations: Aspects of the complexity of a constructivist approach to mathematics learning.  In von Glasersfeld, E. (Ed.), Radical constructivism in mathematics education , (pp.89-110).  Dordrecht, Netherlands: Kluwer.

Balacheff, N. (1988).  Aspects of proof in pupils’ practice of school mathematics.  In Pimm, D. (Ed.)  Mathematics, teachers and children, (pp.216-230).  London, U.K.: Hodder & Stoughton.

Barbeau, E. (1990).  Three faces of proof.  Interchange, 21, (pp.24-27).

Barki, R. & Tirosh, D. & Tsamir, P. (2004) Is it a mathematical proof or not?  Elementary school teachers’ responses.  Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education. Bergen, Norway.

Baylis J. (1983). Proof – the essence of mathematics. International Journal of Mathematics Education and Science Technology, 14 (4), 409-414  

Bell, A. (1976).  A study of pupils’ proof-explanations in mathematical situations.  Educational Studies in Mathematics, 7, (pp.23-40).  

Bell, A. (1979).  The learning of process aspects of mathematics.  Educational Studies in Mathematics 10, (6), (pp.361-387).

Bergren, J. (1990).  Proof, pedagogy, and the practice of mathematics in medieval Islam.  Interchange 21, (pp.36-48).

Bittinger, M. (1969).  The effect of a unit mathematical proof on the performance of college mathematics majors in future mathematics courses.  Dissertation Abstracts, 29, 3906A.

Blackmore, D., Cluett, G., & Reid, D. (1996).  Three perspectives on problem-based mathematics learning.  In Jakubowski, E., Watkins, D., & Biske, H. (Eds.), Proceedings of the Eighteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, v.1, (pp.258-262).

Blanton, M.L. & Stylianou, D.A. (2002). Exploring socio-cultural aspects of undergraduate students’ transition to mathematical proof.  In Proceedings of the 24th Annual Meeting for the Psychology of Mathematics Education, v.4, (pp.1673-1680).  Athens, G.A.

Blanton, M.L., Stylianou, D.A. & David, M.M. (2003).  The nature of scaffolding in undergraduate students' transition to mathematical proof.  In the Proceedings of the 27th Annual Meeting for the International Group for the Psychology of Mathematics Education, v.2, (pp.113-120).  Honolulu, Hawaii: Center for Research and Development Group, University of Hawaii.

Bloch, I. (2003). Teaching functions in a graphic milieu: What forms of knowledge enable students to conjecture and prove? Educational Studies in Mathematics, 52 (1), 3 - 28  

Blum W., & Kirsch A. (1991).  Pre-formal proving: examples and reflections.  Educational Studies in Mathematics 22, v.2, (pp.183-203).

Bobos, G. (2004) Is theoretical thinking necessary in linear algebra proofs?  In M. J.Hoines & A. B. Fuglestad (Eds.) Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education.  Bergen, Norway.

Boero, P., Garuti, R., & Mariotti, M. (1996).  Some dynamic mental processes underlying producing and proving conjectures.  In Puig, L. & Gutierrez, A. (Eds.), In the Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, v.2, (pp.121-128).  Valencia, Spain: Universitat de Valencia. 

Boero, P. & Garuti, R. & Lemut, E. (1999).  About the generation of conditionality of statements and its links with proving. In O. Zaslavsky (Ed.) Proceedings of the conference of the International group for the Psychology of Mathematics EducationHaifa, Israel. 

Boero, P., Garuti, R., Lemut, E., & Mariotti, M. (1996).  Challenging the traditional school approach to the theorems: A hypothesis about the cognitive unity of theorems.  In Puig, L. & Gutierrez, A. (Eds.), In the Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education, v.2,  (pp.113-120).  Valencia, Spain: Universitat de Valencia.

Boero, P., Chiappini, G., Garuti, R., & Sibilla, A. (1995).  Towards statements and proofs in elementary arithmetic: An exploratory study about the role of teachers and the behavior of students.  In Meira, L. & Carraher, D. (Eds.), In the Proceedings of the 19th Conference of the International Group for the Psychology of Mathematics Education, v.3, (pp.129-136).  Recife, Brazil: Universidade Federal de Pernambuco.

Brown, S. (2004).  Implementing the NCTM's Reasoning and Proof Standard with Undergraduates: Why Might This Be Difficult?  In the Proceedings of the 25th Annual Meeting for the Psychology of Mathematics Education.  Toronto, Canada.

Campbell, C. (2004). Active Learning Projects for a Proofs Course. PRIMUS, 14 (3)

Canadas, C. & Gomez, P. & Castro, E. (2002).  Didactical reflections about some proofs of the Pythagorean proposition. In A. D. Cockburn & E. Nardi (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Norwich, UK.   

Casselman, B. (2000).  Pictures and Proofs.  Notices of the AMS 47, v.10, (pp.125-126).

Chang, K. (2004).  In math, computers don’t lie. Or do they?  New York, N.Y.: The New York Times.

Chazan, D. (1990).  Quasi-empirical views of mathematics and mathematics teaching. Interchange 21, v.1, (pp.14-23).

Chazan, D. (1993).  High school geometry students’ justification for their views of empirical evidence and mathematical proof.  Educational Studies in Mathematics 24, (pp.359-387).

Chazan, D. (1993).  Instructional implications of students’ understandings of the  differences between empirical verification and mathematical proof.  In Schwartz, J. Yerushalmy, M. & Wilson, B. (Eds.), The Geometric Supposer: What  is it a case of?, (pp.107-116).  Hillsdale, NJ:  Erlbaum.

Chen, I. & Lin, F. (2002).  The evolution of a student teacher’s pedagogical views about teaching mathematics proof. In A. D. Cockburn & E. Nardi (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Norwich, UK.   

Chin, E. (2003) Mathematical proof as formal procept in advanced mathematical thinking. In N. A. Pateman & B. J. Dougherty & J. Zilliox (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Honolulu, Hawaii. 

Christou, C. & Mousoulides, N. & Pittalis, M. & Pitta-Pantazi, D. (2004) Proofs through exploration in dynamic geometry environments. In M. J.Hoines & A. B. Fuglestad (Eds.) Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education.  Bergen, Norway.

Coe, R. & Ruthven, K. (1994).  Proof practices and constructs of advanced mathematics students.  British Educational Research Journal 20, (1), (pp.41-53).

Contreras, J. N. (1998).  Effects of instruction on students’ construction of proofs:  prospective elementary and secondary teachers and the case of the angle sum in the a triangle theorem. In S. Berenson & K. Dawkins & M. Blanton & W. Coulombe & J. Kolb & K. Norwood & Lee Stiff (Eds.) Proceedings of the conference of the North American group for the Psychology of Mathematics Education.  Raleigh, North Carolina.

Csikos, C. A (1999).  Measuring students’ proving ability by means of Harel and Sowder’s proof-categorization. In O. Zaslavsky (Ed.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Haifa, Israel.     

Cyr, S. (2004).  Conceptions of Proof Among Preservice High School Mathematics Teachers.   In the Proceedings of the 25th Annual Meeting for the Psychology of Mathematics Education.  Toronto, Canada.

Dauben J. (1996)  Arguments, logic, and proof: Mathematics, logic, and the infinite.  In Jahnke, H., Knoche, N., & Otte, M. (Eds.), History of mathematics and education: Ideas and experiences.  Gottingen: Vandenhoeck & Ruprecht.

Davis, R. (1985).  A study of the process of making proofs.  The Journal of Mathematical Behavior 4, (pp.37-43).

Davis, P.J. & Hersh, R. (1981).  The mathematical experience.  Boston, MA: Houghton Mifflin.

DeBellis, V. & Rosenstein J. G. (2004). Discrete Mathematics in Primary and Secondary Schools in the United States. Zentralblatt für Didaktik der Mathematik, 36 (2), 46-55

Deloustal-Jorrand, V. (2004).  Studying the mathematical concept of implication through a problem on written proofs.  In M. J.Hoines & A. B. Fuglestad (Eds.) Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education.  Bergen, Norway.

DeVilliers, M. (1990).  The role and function of proof in mathematics.  Pythagoras 24, (pp.7-24).

De Villiers, M. (1990). Proof in the mathematics curriculum. Paper presentation at the National Subjects Didactics Symposium. University of Stellenbosch.

DeVilliers, M. D. (1991).  Pupils' need for conviction and explanation within the context of geometry.  Pythagoras 25, (pp.18-27).

DeVilliers, M.D. (1995).  An alternative introduction to proof in dynamic geometry.   Micromath 11, (1), (pp.14-19).

DeVilliers, M.D. (1998).  An alternative approach to proof in dynamic geometry.  In Lehrer, R. & Chazan, D. (Eds.), New directions in teaching and learning geometry, (pp. 369-393).  Hillsdale, N.J.: Erlbaum.

DeVilliers, M.D. (1999).  Rethinking proof with the Geometer’s Sketchpad. Emeryville, C.A.:  Key Curriculum Press.

DeVilliers, M.D. (2004).  The Role and Function of Quasi-empirical Methods in Mathematics. Canadian Journal of Science, Mathematics and Technology Education 4, (pp.397-418).

Dhombres, J. (1993).  Is one proof enough?  Travels with a mathematician of the baroque period.  Educational studies in Mathematics 24, (4), (pp.401-419).

Doerr, H. M. (1995).  Evidence and proof: explaining vector relationships. In D. Owens & M. K. Reed & G. M. Millsaps (Eds.) Proceedings of the conference of the North American group for the Psychology of Mathematics Education.  Columbus, Ohio.

Dorier, J. L., Robert, A., & Rogalski, M. (2002). Some comments on “The role of proof in comprehending and teaching elementary linear algebra” by F. Uhlig. Educational Studies in Mathematics, 51 (3) 185 - 192  

Douek, N. (1998)  Argumentative aspects of proving: Analysis of some undergraduate mathematics students’ performances.  Psychology of Mathematics Education, v.2, (pp.273-280).

Douek, N. (1998).  Some remarks about argumentation and mathematical proof and their education implications. Paper presentation at the First European Conference of Research in Mathematics Education.  Osnabruck, Germany.

Douek, N. (1999).  Argumentation and conceptualization in context: a case study on sunshadows in primary schools.  Educational Studies in Mathematics 39, (1/3), (pp.89-110).

Douek, N. (1999).  Argumentative aspects of proving:  Analysis of some undergraduate mathematics students’ performance. In O. Zaslavsky (Ed.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Haifa, Israel.  

Dreyfus, T. (1999).  Why Johnny can't prove.  Educational Studies in Mathematics 38, (1/3), (pp.85-109)

Dreyfus, T. & Hadas, N. (1996).  Proof as answer to the question why.  Zentralblatt für Didaktik der Mathematik 28, (1), (pp.1-5).

Dubinsky, E. (1989).  On the teaching of mathematical induction.  Journal of Mathematical Behavior 8, (pp.285-304).

Dubinsky, E., Elterman, F. & Gong, C. (1988). The student’s construction of quantification. For the Learning of Mathematics 8(2), 44-51.

Dubinsky, E. & Lewin, P. (1986).  Reflective abstraction and mathematics education: The genetic decomposition of induction and compactness.  Journal of Mathematical Behavior 5, (pp.55-92).

Dubinsky, E., & Yiparaki, O. (2000).  On student understanding of AE and EA quantification.  In Dubinsky, E., Schoenfeld, A.H., & Kaput, J. (Eds.), Research in  collegiate mathematics education IV, (pp.239-286).  Providence, R.I.: American Mathematical Society.

Duval, R. (1991).  Structure du raisonnement déductif et apprentissage de la demonstration.  Educational Studies in Mathematics, 22, (pp.233-261)

Easterday, K.E. & Galloway, L.L. (1995).  A comparison of sentential logic skills: Are teachers sufficiently prepared to teach logic?  School Science and Mathematics 95, (pp.431-436).

Ebert, C., Ebert, G., Klin, M., & Sheva, B. (2004). From the principle of bijection to the isomorphism of structures: An analysis of some teaching paradigms in discrete mathematics. Zentralblatt für Didaktik der Mathematik, 36 (5), 172 – 183

Eisenberg, T.A. & McGinty, R.L. (1974).  On comparing error patterns and the effect of maturation in a unit on sentential logic.  Journal for Research in Mathematics Education 5, (pp.225-237).

Epp, S.S. (2003).  The role of logic in teaching proof.  American Mathematical Monthly 110, (10), 886-899

Epp, S. (1998).  A unified framework for proof and disproof.  Mathematics Teacher 91, (8), 708-713

Evans, J. & Saint, B. T. (1982).  The psychology of deductive reasoning.  London, U.K.:  Routledge  & Kegan Paul.

Fallis, D. (1996).  Mathematical Proof and the Reliability of DNA Evidence.  American Mathematical Monthly 103, (6), (pp.491-497).

Fawcett, H. (1938).  The Nature of Proof.  Thirteen Yearbook of the National Council of Teachers of Mathematics.  New York, N.Y.: Bureau of Publications, Teachers College, Columbia University.

Finlow-Bates, K., Lerman, S. & Morgan, C. (1993).  A survey of current concepts of proof held by first year mathematics students.  In Proceedings of the 17th International Conference for the Psychology of Mathematics Education, v.1, (pp.252-259).

Fischbein, E. (1982).  Intuition and proof.  For the Learning of Mathematics 3, (2), 9-18.

Fischbein, E. & Kedem, I. (1982).  Proof and certitude in the development of mathematical thinking.  In Vermandel, A. (Ed.), Proceedings of the Sixth International Conference for the Psychology of Mathematics Education, (pp.128-131).  Anthwerp, Belgium: Universitaire Instelling Antwerpen

Fitzgerald, J. (1996).  Proof in Mathematics Education. New England Journal of Education, v178, n1, p35-45.

Fonseca, L. (2002).  Preservice teachers, geometry and proof. In A. D. Cockburn & E. Nardi (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Norwich, UK.   

Furinghetti, F. & Domingo, P. (1996). Presentation of a questionnaire for evaluating the influence of the semantic context in mathematical proof. Proccedings of the 8th International Congress on Mathematics Education. Seville, Spain.

Furinghetti, F. & Paola, D. (2003).  To produce conjectures and to prove them within a dynamical geometry environment: a case study. In N. A. Pateman & B. J. Dougherty & J. Zilliox (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Honolulu, Hawaii. 

Galbraith, P.L. (1981).  Aspects of proving: A clinical investigation of process. Educational Studies in Mathematics 12, 1-28.

Gardiner, T. (2004). Learning to prove: using structured templates for multi-step calculations as an introduction to local deduction. Zentralblatt für Didaktik der Mathematik, 36 (2), 67-76

Geeslin, W. E. (1995).  College students’ early ideas about mathematical proof. In D. Owens & M. K. Reed & G. M. Millsaps (Eds.) Proceedings of the conference of the North American group for the Psychology of Mathematics Education.  Columbus, Ohio.

Gholamazad, S. & Liljedahl & Zazkis, R (2003).  One line proof:  what can go wrong?. In N. A. Pateman & B. J. Dougherty & J. Zilliox (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Honolulu, Hawaii. 

Gholamazad, S., Liljedahl, P., & Zazkis, R. (2004).  What Counts as Proof? Investigation of Pre-service Elementary Teachers' Evaluation of Presented 'Proofs'.  In the Proceedings of the 25th Annual Meeting for the Psychology of Mathematics Education.  Toronto, Canada.

Gibson, D. (1998).  Students’ use of diagrams to develop proofs in an introductory analysis course.  In Schoenfeld, A.H., Kaput, J. & Dubinsky, E. (Eds.), Research in College Mathematics Education III, (pp.284-305).  Providence, RI: AMS.

Glass, B. (2004).  Students problem solving and justification. In M. J.Hoines & A. B. Fuglestad (Eds.) Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education. Bergen, Norway.

Goetting, M. (1995).  The college students’ understanding of mathematical proof. Dissertation Abstracts International 56–A, 3016.

Goff, C. D. (2002). Using composition techniques to improve classroom instruction and students' understanding of proof. PRIMUS, 12 (3)

Goldberg, D.J. (1975).  The effects of training in heuristic methods on the ability to write proofs in number theory.  Dissertation Abstracts International 35, 4989B.

Goldin, G. (2004). Problem Solving Heuristics, Affect, and Discrete Mathematics. Zentralblatt für Didaktik der Mathematik, 36 (2), 56-60

 Govender, R. & DeVilliers, M. (2004).  A dynamic approach to quadrilateral definitions.  Pythagoras, 59, (pp.34-45).

Gutierrez, A. & Lawrie, C. & Pegg, J. (2004) Characterization of students’ reasoning and proof abilities in 3-dimensional geometry. In M. J.Hoines & A. B. Fuglestad (Eds.) Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education.  Bergen, Norway.

Hadas, N. (1977).  Children's conditional reasoning: an investigation of 5th graders' ability to distinguish between valid and fallacious inferences.  Educational Studies in Mathematics 9, (pp.98-140).

Hadas, N. &Hershkowitz, R. (1999).  The role of uncertainty in constructing and proving in computerized environment. In O. Zaslavsky (Ed.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Haifa, Israel.  

Hadas, N., Hershkowitz, R. & Schwarz, B. (2000).  The role of contradiction and uncertainty in promoting the need to prove in Dynamic Geometry environments.  Educational Studies in Mathematics 44, (1-2), (pp.127-150).

Hanna G. (1989).  More than formal proof.  For the learning of mathematics 9, (1), (pp.20-25).

Hanna, G. (1990).  Some pedagogical aspects of proof.  Interchange 21, (pp.6-13).

Hanna, G. (1991).  Mathematical Proof.  In Tall, D. (Ed.), Advanced Mathematical Thinking, (pp. 54-61).

Hanna, G. (1995).  Challenges to the importance of proof.  For the Learning of Mathematics 15, (3), (pp.42-49).

Hanna, G. (1996).  The Ongoing Value of Proof.  PME Conference 20th, v1, p. 1-21 - 1-34.  Valencia, Spain.

Hanna G. (1998).  Proof as understanding in geometry.  Focus on Learning Problems in Mathematics 20, (2&3), (pp.4-13).

Hanna, G. (2000).  Proof, Explanation and Exploration: An Overview.  Educational Studies in Mathematics 44, (1-2), (pp.5-23).

Hanna G. (2000).  A critical examination of three factors in the decline of proof.  Interchange 31, (1), (pp.21-33).

Hanna, G. & Barbeau, E. (2002).  What is Proof?  In Baigrie, B. (Ed.), History of Modern Science and Mathematics, (pp. 36-48).  Charles Scribner's Sons.

Hanna, G., de Bruyn, Y., Sidoli, N. & Lomas, D. (2004). Teaching Proof in the Context of Physics.  Zentralblatt für Didaktik der Mathematik 36, (3), (pp.82-90).

Hanna G., & Jahnke, H.N. (1993).  Proof and Application.  Educational studies in Mathematics 24, (4), (pp.421-438).

Hanna, G. & Jahnke, H.N. (1993).  Aspects of proof.  [Special issue] Educational Studies in Mathematics 24, (4).

Hanna, G. & Jahnke, H. N. (1996).  Proof and proving.  In Bishop, A., Clements, K., Keiterl, C., Kilpatrick, J., & Laborde, C. (Eds.), International handbook of  mathematics education, Part 2, (pp. 877-908).  Dordrecht, The Netherlands:  Kluwer

Hanna, G. & Jahnke, H. N. (1999).  Using arguments from physics to promote understanding of mathematical proofs. In O. Zaslavsky (Ed.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Haifa, Israel.  

Hanna G., & Jahnke N., (2002).  Another Approach to Proof: Arguments from Physics.   Zentralblatt für Didaktik der Mathematik 34, (1).

Hanna, G. & Jahnke, H. N. (2002).  Arguments from physics in mathematical proofs: an educational perspective.  For the Learning of Mathematics 22, (3), (pp.38-45).

Hanna, G., & Jahnke, N. (2004).  Proving and modeling.  In Henn, H.W. & Blum, W. (Eds.), Proceedings of the ICMI study 14: Applications and Modeling in Mathematics Education, (pp.109-114).  Dortmund, Germany: University of Dortmund.

Harada, K. & Gallou-Dumiel, E. & Nohda, N. (2000).  The role of figures in geometrical proof-problem solving: Students’ cognitions of geometrical figures in France and Japan. In T. Nakahara & M. Koyama (Eds.) Proceedings of the conference of the International group for the Psychology of Mathematics Education.  Hiroshima, Japan.      

Harel, G.  (1999).  Students’ understanding of proofs:  A historical analysis and implications for the teaching of geometry and linear algebra.  Linear Algebra and Its Applications, 302-303, (pp.601-613).

Harel, G., (2001). The development of mathematical induction as a proof scheme: A model for DNR-based instruction. In Campbell, S. & Zazkis, R. (Eds.), Learning and teaching number theory.  Journal of Mathematical Behavior (special issue).

Harel, G. (in press).  Greek versus modern mathematical thought and the role of Aristotelian causality in the mathematics of the Renaissance:  Sources for understanding students’ conception of Proof.  In Boero, P. (Ed.), The concept of mathematical proof.  Dordrecht, The Netherlands:  Kluwer.

Harel, G. (in press).  The DNR system as a conceptual framework for curriculum development and  instruction. In Lesh, R., Kaput, J., Hamilton, E. & Zawojewski, J. (Eds.), Foundations for the future.  N.J.: Erlbaum.

Harel, G., & Lesh, R. (2003).  Local conceptual development of proof schemes in a co-operative learning setting.  In Lesh, R. & Doerr, H. (Eds.), (?).  Mahawah, N.J.: Erlbaum.

Harel, G. & Sowder, L. (1998).  Students’ proof schemes: Results from an exploratory study, In Schoenfeld, A.H., Kaput, J., & Dubinsky, E. (Eds.), Research in College Mathematics Education III (pp. 234-283). Providence, RI: AMS.

Harel, G., & Sowder, L (In Press).  Toward a comprehensive perspective on proof, In F. Lester (Ed.),  Second Handbook of Research on Mathematics Teaching and Learning. Reston, VA: National Council of Teachers of Mathematics

Hart, E. (1994).  An exploratory study of the proof-writing performance of college students in elementary group theory, Dissertation Abstracts International 47, 4313A.

Hart, E. (1994).  A conceptual analysis of the proof-writing performance of expert and novice students in elementary group theory.  In Kaput, J. & Dubinsky, E. (Eds.), Research issues in undergraduate mathematics learning: Preliminary analyses and results, (pp. 49-63). Washington, DC:  The Mathematical Association of America.

Healy, L. & Hoyles, C. (2000).  A study of proof conceptions in algebra, Journal for Research in Mathematics Education 31, (pp.396-428).

Heinze, A. (2004).  The proving process in mathematics classroom - method and results of a video study.  In M. J.Hoines & A. B. Fuglestad (Eds.)  Proceedings of the 28th conference of the International group for the Psychology of Mathematics Education. Bergen, Norway.

Heinze, A., Anderson, I., & Reiss, K. (2004). Discrete Mathematics and Proof in the High School. Introduction. Zentralblatt für Didaktik der Mathematik, 36 (2), 44-45

Heinze, A., Cheng, Y. H., & Yang, K. L. (2004). Students’ performance in reasoning and proof in Taiwan and Germany: Results, paradoxes and open questions. Zentralblatt für Didaktik der Mathematik, 36 (5), 162-171

Heinze, A. & Kwak, ; J. Y. (2002). Informal Prerequisites for Informal Proofs. Zentralblatt für Didaktik der Mathematik, 34 (1), 9–16

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