Abstract
In the previous chapters, we followed the strategies, schemes, and arguments built by second-, third-, and fourth-grade students as they worked on combinatorial tasks. In this chapter, we trace how Stephanie and her classmates tried to make sense of the inductive method of generating towers. This strategy was originated by Milin, but it was eventually adopted by many other students. We attempt to identify the moments at which individual students gained ownership of the inductive argument and explained their new understanding to others.
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References
Maher, C. A., & Martino, A. M. (1996a). The development of the idea of mathematical proof: A 5-year case study. Journal for Research in Mathematics Education, 27(2), 194–214.
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© 2011 Springer Science+Business Media B.V.
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Maher, C.A., Sran, M.K., Yankelewitz, D. (2011). Building an Inductive Argument. In: Maher, C.A., Powell, A.B., Uptegrove, E.B. (eds) Combinatorics and Reasoning. Mathematics Education Library, vol 47. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0615-6_5
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DOI: https://doi.org/10.1007/978-94-007-0615-6_5
Publisher Name: Springer, Dordrecht
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