Abstract
It is commonplace in mathematics to present proving in a hierarchy of levels in which the empirical precedes the deductive. This paper questions the assumption that this is a matter of development of the latter from the former and presents an alternative sequence where the seeds of proving are sown in a computer-based construction process which requires an explicit description of relevant properties and relationships.
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Hoyles, C. (1998). A culture of proving in school mathematics?. In: Tinsley, D., Johnson, D.C. (eds) Information and Communications Technologies in School Mathematics. IFIP — The International Federation for Information Processing. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35287-9_21
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DOI: https://doi.org/10.1007/978-0-387-35287-9_21
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-5473-5
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