Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs
L. Kempen, R. Biehler, International Journal of Research in Undergraduate Mathematics Education 5 (2018) 27–55.
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Author
Kempen, Leander;
Biehler, RolfLibreCat
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Journal Title
International Journal of Research in Undergraduate Mathematics Education
Volume
5
Issue
1
Page
27-55
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Kempen L, Biehler R. Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs. International Journal of Research in Undergraduate Mathematics Education. 2018;5(1):27-55. doi:10.1007/s40753-018-0082-9
Kempen, L., & Biehler, R. (2018). Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs. International Journal of Research in Undergraduate Mathematics Education, 5(1), 27–55. https://doi.org/10.1007/s40753-018-0082-9
@article{Kempen_Biehler_2018, title={Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs}, volume={5}, DOI={10.1007/s40753-018-0082-9}, number={1}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Kempen, Leander and Biehler, Rolf}, year={2018}, pages={27–55} }
Kempen, Leander, and Rolf Biehler. “Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs.” International Journal of Research in Undergraduate Mathematics Education 5, no. 1 (2018): 27–55. https://doi.org/10.1007/s40753-018-0082-9.
L. Kempen and R. Biehler, “Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs,” International Journal of Research in Undergraduate Mathematics Education, vol. 5, no. 1, pp. 27–55, 2018, doi: 10.1007/s40753-018-0082-9.
Kempen, Leander, and Rolf Biehler. “Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs.” International Journal of Research in Undergraduate Mathematics Education, vol. 5, no. 1, Springer Science and Business Media LLC, 2018, pp. 27–55, doi:10.1007/s40753-018-0082-9.
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