Beyond inductive and deductive reasoning: The search for a sense of knowing

Research output: Contribution to journalArticlepeer-review

Abstract

Examination of data from several mathematics education research projects has led the author to postulate a form of mathematical reasoning that learners engage in spontaneously and that is not inherently inductive or deductive. Transformational reasoning is generated through the learner's inquiry into how a mathematical system works. This sense of 'how it works' may lead to a sense of understanding that may not be provided by inductive and deductive reasoning.

Original languageEnglish (US)
Pages (from-to)197-210
Number of pages14
JournalEducational Studies in Mathematics
Volume30
Issue number2
DOIs
StatePublished - 1996

ASJC Scopus subject areas

  • Mathematics(all)
  • Education

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