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dc.contributor.authorMiyazaki, M
dc.contributor.authorFujita, T
dc.contributor.authorJones, K
dc.date.accessioned2018-09-13T10:52:14Z
dc.date.issued2019-10-02
dc.description.abstractThis 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 the context of geometrical proof. The designed task had three components; open problem with flow-chart proofs, learning environment with web-based proof learning support system, and process of expressing strategic knowledge of how to reconstruct proofs. By analyzing experimental lessons with a grade 8 class (students aged 13-14), we found that these task components, and their interactions, contributed to developing students’ strategic knowledge. Using open problems with flow-chart proofs in a web-based proof learning support system enabled students to find alternative proofs to the same problem, and promoted the process of them expressing their strategic knowledge of how to reconstruct proofs.en_GB
dc.description.sponsorshipThis research was supported by the Grant-in-Aid for Scientific Research, Ministry of Education, Culture, Sports, Science, and Technology, Japan.en_GB
dc.identifier.citationIn: Proof Technology in Mathematics Research and Teaching, edited by Gila Hanna, David Reid and Michael de Villiers, pp. 291-312. Mathematics Education in the Digital Era, vol 14.en_GB
dc.identifier.doi10.1007/978-3-030-28483-1_14
dc.identifier.urihttp://hdl.handle.net/10871/33983
dc.language.isoenen_GB
dc.publisherSpringeren_GB
dc.rights.embargoreasonUnder embargo until 2 October 2021 in compliance with publisher policyen_GB
dc.rights© Springer Nature Switzerland AG 2019
dc.subjecttask designen_GB
dc.subjectweb-based proof learning support systemen_GB
dc.subjectstrategic knowledgeen_GB
dc.titleWeb-Based Task Design Supporting Students’ Construction of Alternative Proofsen_GB
dc.typeBook chapteren_GB
dc.contributor.editorHanna, Gen_GB
dc.contributor.editorReid, Den_GB
dc.contributor.editorde Villiers, Men_GB
dc.relation.isPartOfProof Technology in Mathematics Research and Teachingen_GB
dc.descriptionThis is the author accepted manuscript. The final version is available from Springer via the DOI in this recorden_GB
dc.rights.urihttp://www.rioxx.net/licenses/all-rights-reserved


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