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Teaching proof to undergraduates: semantic and syntactic approaches
This paper contrast the rationales behind semantic and syntactic approaches to teaching an undergraduate transition-to-proof course, using data from interviews with two mathematicians. It addresses the ICMI theme of teachers’ views and beliefs, with particular focus on (1) instructors’ expectations...
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| Format: | Default Conference proceeding |
| Published: |
2009
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| Subjects: | |
| Online Access: | https://hdl.handle.net/2134/8858 |
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