Opportunities to engage with proof: the nature of proof tasks in two geometry textbooks and its influence on enacted lessons

Article

Abstract: This paper compares task features and cognitive demand of proof tasks in two US high school geometry

Palabras claves:

And levels of cognitive demands, Geometry, Proof, Task features, TEXTBOOKS

Autores:

Oscar Elías Bolívar-Chávez, Sears R.

Fuentes:

scopus