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The Process of Making Meaning: The Interplay between Teachers' Knowledge of Mathematical Proofs and Their Classroom Practices
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Paddack, Megan – ProQuest LLC, 2009
The purpose of this study was to investigate and describe how middle school mathematics teachers "make meaning" of proofs and the process of proving in the context of their classroom practices. A framework of "making meaning," created by the researcher, guided the data collection and analysis phases of the study. This framework…
Descriptors: Discourse Analysis, Mathematics Teachers, Experience, Middle School Teachers