Abstract
Challenging to learn, proof can be equally challenging to teach. Insights gleaned about students’ conceptions of proof from 10 high school students who completed four proof-related tasks during one-on-one interviews led to a few instructional takeaways for teachers.
| Original language | American English |
|---|---|
| Pages (from-to) | 212–218 |
| Number of pages | 7 |
| Journal | Mathematics Teacher: Learning and Teaching PK-12 |
| Volume | 114 |
| Issue number | 3 |
| DOIs | |
| State | Published - Mar 2021 |