Revisiting the functions of proof in mathematics classrooms: A view from a theory of instructional exchanges
作者： Daniel Chazan , Patricio Herbst , Takeshi Miyakawa
DOI:
关键词: Mathematics education 、 Foundation (evidence) 、 Work (electrical) 、 Mathematics
摘要: Work reported in this paper has been done with the support of US National Science Foundation (NSF), grant ESI-0353285 to first and third authors. Opinions expressed are those authors do not necessarily represent views Foundation.
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