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It does not work, David, if you just click on the link because you
only have half of it<br>
I made the link work by coping both lines into Word and taking out the
line break to make it continuous and then pasting the whole lot into
the internet header<br>
Alison<br>
<br>
<br>
<br>
<br>
<br>
<br>
David H Kirshner wrote:
<blockquote
cite="mid:731CECC23FB8CA4E9127BD399744D1EC0139F59B@email001.lsu.edu"
type="cite">
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Thanks so much, Kirsti.
The link did not work for me--the website said "no document specified."
Can you recheck and resend?
Thanks.
David
-----Original Messa<a class="moz-txt-link-rfc2396E" href="mailto:Canyourecheckandresend?Thanks.David-----OriginalMessage-----From:KirstiHemmi[mailto:kirsti@math.su.se]Sent:Tuesday,November18,20083:49PMTo:B.Jaworski@lboro.ac.ukCc:Nicolas.Balacheff@imag.fr;MathematicsEducationdiscussionforum;DavidHKirshner;kirstiHemmiSubject:RE:[Maths-Education]NewsletteronProofDearAll,Mythesis">"
Can you recheck and resend?
Thanks.
David
-----Original Message-----
From: Kirsti Hemmi [mailto:kirsti@math.su.se]
Sent: Tuesday, November 18, 2008 3:49 PM
To: B.Jaworski@lboro.ac.uk
Cc: Nicolas.Balacheff@imag.fr; Mathematics Education discussion forum;
David H Kirshner; kirsti Hemmi
Subject: RE: [Maths-Education] Newsletter on Proof
Dear All,
My thesis "</a>Approaching Proof in a Community of Mathematical Practice" is
published by VDM verlag in 2008 and can be found in many bookstores, for
example Amazon. It is also available as a pdf file at
<a class="moz-txt-link-freetext" href="http://www.diva-portal.org/diva/getDocument">http://www.diva-portal.org/diva/getDocument</a>?
urn_nbn_se_su_diva-1217-2__fulltext.pdf
Best wishes
Kirsti Hemmi
</pre>
<blockquote type="cite">
<pre wrap="">Dear David and All,
I would like to recommend a Thesis, defended in 2006, by Kirsti Hemmi
</pre>
</blockquote>
<pre wrap=""><!---->a
</pre>
<blockquote type="cite">
<pre wrap="">Finnish mathematics education researcher who lives in Sweden. (I'm
</pre>
</blockquote>
<pre wrap=""><!---->copying
</pre>
<blockquote type="cite">
<pre wrap="">this to her.)
The title is: "Approaching Proof in a Community of Mathematical
</pre>
</blockquote>
<pre wrap=""><!---->Practice".
</pre>
<blockquote type="cite">
<pre wrap="">She interviewed mathematicians and students in a university
</pre>
</blockquote>
<pre wrap=""><!---->mathematics
</pre>
<blockquote type="cite">
<pre wrap="">department concerning their perspectives on proof and analysed her
</pre>
</blockquote>
<pre wrap=""><!---->data
</pre>
<blockquote type="cite">
<pre wrap="">using a Community of Practice model based in the work of Lave and
</pre>
</blockquote>
<pre wrap=""><!---->Wenger
</pre>
<blockquote type="cite">
<pre wrap="">as well as the wider literature on proof.
I hope she will respond to this and tell you how you can access her
thesis.
Regards
Barbara
-----Original Message-----
From: <a class="moz-txt-link-abbreviated" href="mailto:maths-education-bounces@lists.nottingham.ac.uk">maths-education-bounces@lists.nottingham.ac.uk</a>
[<a class="moz-txt-link-freetext" href="mailto:maths-education-bounces@lists.nottingham.ac.uk">mailto:maths-education-bounces@lists.nottingham.ac.uk</a>] On Behalf Of
Nicolas Balacheff
Sent: 18 November 2008 07:26
To: David H Kirshner
Cc: Mathematics Education discussion forum
Subject: Re: [Maths-Education] Newsletter on Proof
</pre>
</blockquote>
<pre wrap=""><!---->************************************************************************
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</pre>
<blockquote type="cite">
<pre wrap="">This message has been generated through the Mathematics Education
</pre>
</blockquote>
<pre wrap=""><!---->email
</pre>
<blockquote type="cite">
<pre wrap="">discussion list.
Hitting the REPLY key sends a message to all list members.
</pre>
</blockquote>
<pre wrap=""><!---->************************************************************************
***********************************
</pre>
<blockquote type="cite">
<pre wrap="">David H Kirshner wrote:
</pre>
<blockquote type="cite">
<blockquote type="cite">
<pre wrap="">I would put nuances on the claim that "expertise in proof is
</pre>
</blockquote>
</blockquote>
</blockquote>
<pre wrap=""><!---->primarily
</pre>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<pre wrap="">a matter of social development ", and prefer to say that from a
learning perspective social interaction may be a lever and sometimes
also an obstacle due to the intrinsic linguistic, cognitive and
</pre>
</blockquote>
</blockquote>
</blockquote>
<pre wrap=""><!---->social
</pre>
<blockquote type="cite">
<blockquote type="cite">
<blockquote type="cite">
<pre wrap="">properties of argumentation.
</pre>
</blockquote>
<pre wrap="">Yes, most theorists considering the development of proof competencies
would be uncomfortable with an analysis circumscribed by the social.
</pre>
</blockquote>
</blockquote>
<pre wrap=""><!---->But
</pre>
<blockquote type="cite">
<blockquote type="cite">
<pre wrap="">are there no voices in the literature urging just such a radical
departure?
</pre>
</blockquote>
<pre wrap="">I am not aware of such a radical position. But there several projects
with a strong social approach (which could be socio-psychology,
socio-linguistic, social interaction -- although there are relations,
there are also important differences). I would suggest works from
</pre>
</blockquote>
<pre wrap=""><!---->Cobb,
</pre>
<blockquote type="cite">
<pre wrap="">Brousseau, Ball, Herbst, Bartolini-Bussi and Boero, and others, I have
not mase a systematic search. I send you an old paper of mine
</pre>
</blockquote>
<pre wrap=""><!---->(different
</pre>
<blockquote type="cite">
<pre wrap="">mail), just to give you an idea of the way I understand this issue.
Best
Nicolas
+++++++++++++++++++++++++++++++++++++++++++++++++++++++
An international directory of mathematics educators is available on
</pre>
</blockquote>
<pre wrap=""><!---->the
</pre>
<blockquote type="cite">
<pre wrap="">web at <a class="moz-txt-link-abbreviated" href="http://www.nottingham.ac.uk/csme/directory/main.html">www.nottingham.ac.uk/csme/directory/main.html</a>
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+++++++++++++++++++++++++++++++++++++++++++++++++++++++
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