Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Mikio Miyazaki"'
Autor:
Christian Bokhove, Mikio Miyazaki, Kotaro Komatsu, Kimiho Chino, Allen Leung, Ida Ah Chee Mok
Publikováno v:
Frontiers in Education, Vol 4 (2019)
In international comparisons for mathematics in PISA and TIMSS, Asia outperforms England considerably at secondary level. For geometry this difference is even greater. With a new maths curriculum having come into play in England in 2014, and hence th
Externí odkaz:
https://doaj.org/article/bed5d468fbff4826a14eb6838f1b9771
Autor:
Mikio Miyazaki, Junichiro Nagata, Kimiho Chino, Horoyuki Sasa, Taro Fujita, Kotaro Komatsu, Shizumi Shimizu
Publikováno v:
Frontiers in Education, Vol 4 (2019)
Mathematics education continues to emphasize explorative proving, wherein proving involves producing statements, producing proofs, looking back (examining, improving, and advancing) at these products, and the interactions among these aspects. This st
Externí odkaz:
https://doaj.org/article/0f74a594510d4e4bae8aaf1aebc35b06
Autor:
Taro Fujita, Hiroyuki Nakagawa, Hiroyuki Sasa, Satoshi Enomoto, Mitsunori Yatsuka, Mikio Miyazaki
Publikováno v:
International Journal of Mathematical Education in Science and Technology. :1-20
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e26de344deebbffa5cf3e5dcce9c6f0c
https://doi.org/10.1080/0020739x.2021.2005171
https://doi.org/10.1080/0020739x.2021.2005171
This study focused on improving students’ learning mathematical of proofs and proving by using combinations of proof strategies that span different levels of understanding of proof structure; we refer to these as ‘level-spanning proof-production
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6231a1981990c1b0d4d5952acb06e6cf
Autor:
Kotaro Komatsu, Christian Bokhove, Kimiho Chino, Ida Ah Chee Mok, Allen Leung, Mikio Miyazaki
Publikováno v:
Frontiers in Education, Vol 4 (2019)
In international comparisons for mathematics in PISA and TIMSS, Asia outperforms England considerably at secondary level. For geometry this difference is even greater. With a new maths curriculum having come into play in England in 2014, and hence th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7537fa41a6a8aea33a6897f7267aa9b8
https://doi.org/10.3389/feduc.2019.00063
https://doi.org/10.3389/feduc.2019.00063
Publikováno v:
Proof Technology in Mathematics Research and Teaching ISBN: 9783030284824
This study explores how a proving task with technology can be designed to develop students’ strategic knowledge of how to construct alternative proofs to the same problem, and how the designed task enriched their strategic knowledge in proving in t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e5965511caa2e4fa8c0c779bb534c8ec
https://doi.org/10.1007/978-3-030-28483-1_14
https://doi.org/10.1007/978-3-030-28483-1_14
Publikováno v:
Educational Studies in Mathematics. 94:223-239
While proof is central to mathematics, difficulties in the teaching and learning of proof are well-recognised internationally. Within the research literature, a number of theoretical frameworks relating to the teaching of different aspects of proof a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4fa849dfd3b3560d9aa437334817e4cd
https://doi.org/10.1007/s10649-016-9720-9
https://doi.org/10.1007/s10649-016-9720-9
Much remains under-researched in how learners make use of domain-specific feedback. In this paper, we report on how learners’ can be supported to overcome logical circularity during their proof construction processes, and how feedback supports the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0dedb10f830dce04dba1ce5c64de23c0
https://eprints.soton.ac.uk/421573/
https://eprints.soton.ac.uk/421573/
Publikováno v:
ZDM. 47:1211-1224
Recent research on the scaffolding of instruction has widened the use of the term to include forms of support for learners provided by, amongst other things, artefacts and computer-based learning environments. This paper tackles the important and und
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7b312c217f0ac9f3d42d3c271d11b2c9
https://doi.org/10.1007/s11858-015-0712-5
https://doi.org/10.1007/s11858-015-0712-5
As international research confirms, many secondary school students can find it difficult to construct mathematical proofs. In this article, we explain the pedagogical and technological underpinnings of a web-based learning support system for students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::08ed339a013b86ea66e8c9ce814a3cf1
https://eprints.soton.ac.uk/411618/
https://eprints.soton.ac.uk/411618/