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dc.contributor.authorOner, Diler
dc.date.accessioned2019-07-20T23:50:13Z
dc.date.accessioned2020-01-09T18:38:27Z-
dc.date.available2019-07-20T23:50:13Z
dc.date.available2020-01-09T18:38:27Z-
dc.date.issued2007-07
dc.identifier.citationOner, D. (2007). Examining the Dual Function of Computational Technology on the Conception of Mathematical Proof. In Chinn, C. A., Erkens, G., & Puntambekar, S. (Eds.), The Computer Supported Collaborative Learning (CSCL) Conference 2007, Volume 8, Part 2 (pp. 560-562). New Brunswick, NJ, USA: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2007.560
dc.identifier.urihttps://repository.isls.org//handle/1/3405-
dc.description.abstractIn this paper, I examine how the availability of a certain technology and new ideas about the nature of learning operate as a factor to suggest a novel understanding about a crucial mathematical concept: mathematical proof. I characterize the resulting conception for ideal mathematical proof activity combining two fundamentally different ways of knowing: a posteriori (or experimental/empirical) and a priori (or deductive/propositional). Obviously, such conception of proving is/will be central in designing proof tasks, thus shaping the mathematical discourse around proof within classrooms. Whether one considers participation within such discourse is simply an aid or tantamount to thinking, identifying the character of this discourse appears to be essential in order to examine the interrelationships between what is social and what is individual.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences, Inc.en_US
dc.titleExamining the Dual Function of Computational Technology on the Conception of Mathematical Proofen_US
dc.typePapersen_US
Appears in Collections:CSCL 2007

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