In this article, we discuss the complexity of geometric proofs with respect to a theoretical analysis and empirical results from studies in Taiwan and Germany. Based on these findings in both countries, specific teachings experiments with junior high school students were developed, conducted, and evaluated. According to the different classroom and learning culture in East Asia and Western Europe, the interventions differed in their way of organizing the learning activities during regular mathematics lessons. The statistical analysis of the pre-post-test data indicated that both interventions were successful in fostering students' proof competence.
|Number of pages||11|
|Journal||ZDM - International Journal on Mathematics Education|
|Publication status||Published - 2008|
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