Proof, Mathematical Problem-Solving, and Explanation in Mathematics Teaching



We expect mathematical proofs to explain why the propositions in question are true or why certain mathematical phenomena occur in certain situations. In this paper, I reexamine explanation-building processes by taking them as problem-solvers’ understanding processes and by referring to research that has analyzed the relationships between explorations, understandings, and explanations in mathematical problem-solving. I discuss some interactive features among these components during problem-solving processes by introducing some examples and referring to that research. I then use those features to offer an elaborated conception of explanation-building processes that takes into consideration local explanations, full explanations, and the direct and indirect relationships between local and full explanations.


Problem Solver Problem Situation Full Explanation Mathematical Explanation Local Explanation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  1. 1.Department of Learning SupportJoetsu University of EducationJoetsuJapan

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