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 language | English (US) |
|---|---|
| Pages (from-to) | 197-210 |
| Number of pages | 14 |
| Journal | Educational Studies in Mathematics |
| Volume | 30 |
| Issue number | 2 |
| DOIs | |
| State | Published - 1996 |
ASJC Scopus subject areas
- General Mathematics
- Education