Principles of Task Design for Conjecturing and Proving

Fou Lai Lin, Kai Lin Yang, Kyeong Hwa Lee, Michal Tabach, Gabriel Stylianides

Research output: Chapter in Book/Report/Conference proceedingChapter

12 Citations (Scopus)

Abstract

Principles of task design should have both the fundamental function of a clear relation to the learner’s rules, learning powers or hypothetical learning trajectories and the practical function of easy evaluation of many similar tasks. Drawing on some theories and practical tasks in the literature, we developed a total of 11 principles of task design for learning mathematical conjecturing (4), transiting between conjecturing and proving (2), and proving (5). To further validate the functioning of those principles, more empirical research is encouraged.

Original languageEnglish
Title of host publicationNew ICMI Study Series
PublisherSpringer
Pages305-325
Number of pages21
DOIs
Publication statusPublished - 2012 Jan 1

Publication series

NameNew ICMI Study Series
Volume15
ISSN (Print)1387-6872
ISSN (Electronic)2215-1745

Keywords

  • Classroom Community
  • Cognitive Conflict
  • Proof Scheme
  • Prospective Teacher
  • Task Design

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

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  • Cite this

    Lin, F. L., Yang, K. L., Lee, K. H., Tabach, M., & Stylianides, G. (2012). Principles of Task Design for Conjecturing and Proving. In New ICMI Study Series (pp. 305-325). (New ICMI Study Series; Vol. 15). Springer. https://doi.org/10.1007/978-94-007-2129-6_13