The Construction of New Mathematical Knowledge in Classroom Interaction : An Epistemological Perspective (Mathematics Education Library Vol.38) (2006. XIV, 236 p. w. ill.)

In an extensive study, Bettina Heintz (Heintz 2000) proposed that the historical development of formal mathematical proof was, in fact, a means of estab­ lishing a communicable „code of conduct" which helped mathematicians make themselves understood in relation to the truth of mathematical statements in a co­ ordinated and unequivocal way.