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CONCEPTIONS AND CONSEQUENCES OF WHAT WE CALL ARGUMENTATION, JUSTIFICATION, AND PROOF.

• Authors : Conner, AnnaMarie¹, ; Gomez, Carlos Nicolas¹, ; Hyejin Park¹,

• Source: Conference Papers -- Psychology of Mathematics & Education of North America; 11/15/2018, p1402-1411, 10p

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This Issue.

• Authors : Staples, Megan (AUTHOR); Newton, Jill (AUTHOR); Anagnostopoulos, Dorothea (AUTHOR)

Subjects: CAREER development; DEBATE; EDUCATION

• Source: Theory Into Practice. Fall2016, Vol. 55 Issue 4, p275-278. 4p.

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Teachers' Contextualization of Argumentation in the Mathematics Classroom.

• Authors : Staples, Megan (AUTHOR); Newton, Jill (AUTHOR)

Subjects: CONCEPTUALISM; DEBATE; MATHEMATICS education

• Source: Theory Into Practice. Fall2016, Vol. 55 Issue 4, p294-301. 8p.

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CONCEPTIONS AND CONSEQUENCES OF WHAT WE CALL ARGUMENTATION, JUSTIFICATION, AND PROOF.

• Authors : Conner, AnnaMarie¹, ; Cirillo, Michelle², ; Kosko, Karl W.³,

• Source: Conference Papers -- Psychology of Mathematics & Education of North America; 10/5/2017, p1464-1473, 10p

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CONCEPTIONS AND CONSEQUENCES OF WHAT WE CALL ARGUMENTATION, JUSTIFICATION, AND PROOF.

• Authors : Staples, Megan¹, ; Newton, Jill², ; Kosko, Karl W.³,

• Source: Conference Papers -- Psychology of Mathematics & Education of North America; 11/3/2016, p1704-1712, 9p

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