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|Title:||Primary Students' Understanding of Proof||Contributor(s):||Callingham, RA (author); Falle, JL (author); Clark, GJ (author)||Publication Date:||2004||Handle Link:||https://hdl.handle.net/1959.11/760||Abstract:||The notion of proof is arguably a fundamental concept in mathematics. Mathematicscurricula expect students to develop understanding of proof through explaining andjustifying their mathematical responses, and communicating these responses in coherentways. This study reports the findings from a sample of students in Years 5 and 6 in twoschools to a question that asked them to prove a mathematical statement of equality. Surveyresults from 56 students, and twelve follow-up interviews, were analysed using the SOLOmodel. Implications from the findings that most students could not use a zero statement tojustify their responses, and that answers appeared to be related to language-based factorswill be discussed.||Publication Type:||Conference Publication||Conference Name:||MERGA 27: Mathematics Education for the Third Millennium, Towards 2010, Townsville, Australia, 27-30 June, 2004||Conference Details:||MERGA 27: Mathematics Education for the Third Millennium, Towards 2010, Townsville, Australia, 27-30 June, 2004||Source of Publication:||Mathematics Education for the Third Millennium: Towards 2010. Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA-27), p. 151-158||Publisher:||MERGA: Mathematics Education Research Group of Australasia||Place of Publication:||Pymble||Field of Research (FOR):||130303 Education Assessment and Evaluation||Peer Reviewed:||Yes||HERDC Category Description:||E1 Refereed Scholarly Conference Publication||Other Links:||http://www.merga.net.au/
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