Counterexamples as Starting Points for Reasoning and Sense Making

David A. Yopp

doi:10.5951/mathteacher.106.9.0674

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Counterexamples as Starting Points for Reasoning and Sense Making

Author: David A. Yopp

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Volume/Issue:: Volume 106: Issue 9

Page(s):: 674–679

DOI:: https://doi.org/10.5951/mathteacher.106.9.0674

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Subjects:: Grade(s) or Audience, Grades 9-12, Ninth, Tenth, Eleventh, Twelfth, Math Topic, Other Topic, Communication, Curriculum, Problem Solving, Reasoning/Sense Making/Proof, Teaching and Learning Instruction, Conceptual Development, Professional Development / Teacher Training

Asked to “fix” a false conjecture, students combine their reasoning and observations about absolute value inequalities, signed numbers, and distance to write true mathematical statements.

Contributor Notes

^*David A. Yopp, dyopp@uidaho.edu, is associate professor of mathematics education at the University of Idaho in Moscow. He is interested in proving, reasoning, and arguing in mathematics classrooms and mathematics coaching.

(Corresponding author is Yopp dyopp@uidaho.edu)

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