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https://hdl.handle.net/1959.11/311
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Livingston, E | en |
dc.date.accessioned | 2008-05-13T12:06:00Z | - |
dc.date.issued | 2006 | - |
dc.identifier.citation | Social Studies of Science, 36(1), p. 39-68 | en |
dc.identifier.issn | 1460-3659 | en |
dc.identifier.issn | 0306-3127 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/311 | - |
dc.description.abstract | Discussions of mathematical problem-solving and heuristic reasoning have typically examined how proofs that are already known might be found. This approach has at least three problems: first, provers engaged in discovering proofs for themselves cannot have this perspective; second, if a proof is difficult, formulaic strategies quickly run out; third, beginning with a proof already in-hand separates reasoning about a proof from the actual circumstances in which such reasoning occurs. As an alternative approach to the study of mathematical reasoning, this paper presents a detailed descriptive account of the work of finding a specific proof, including the shifting of perspectives, the wrong paths, the mistakes and the outright errors. Even the appearance of a sketched diagram or of a course of mathematical writing can suggest unanticipated possibilities for finding a proof. This material is used to illustrate the paper’s central claim - that the ways that provers go about working on proofs provide the context for continuing that work and for discovering the reasoning that a particular proof is then seen to require. | en |
dc.language | en | en |
dc.publisher | Sage Publications Ltd | en |
dc.relation.ispartof | Social Studies of Science | en |
dc.title | The Context of Proving | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1177/0306312705053055 | en |
dc.subject.keywords | Studies in Human Society | en |
local.contributor.firstname | E | en |
local.subject.for2008 | 169999 Studies in Human Society not elsewhere classified | en |
local.subject.seo | 780199 Expanding knowledge [in/through discipline] | en |
local.profile.school | School of Psychology | en |
local.profile.email | elivings@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | pes:3252 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 39 | en |
local.format.endpage | 68 | en |
local.identifier.scopusid | 33645733486 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 36 | en |
local.identifier.issue | 1 | en |
local.contributor.lastname | Livingston | en |
dc.identifier.staff | une-id:elivings | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:313 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | The Context of Proving | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Livingston, E | en |
local.uneassociation | Unknown | en |
local.identifier.wosid | 000235485300002 | en |
local.year.published | 2006 | en |
Appears in Collections: | Journal Article |
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