International Electronic Journal of Mathematics Education

• Arsac, G., Germain, G., & Mante, M. (1988). Problème ouvert et situation-problème [Open problem and problem-situation]. IREM de Lyon.
• Cabassut, R. (2005). Démonstration, raisonnement et validation dans l’enseignement secondaire des mathématiques en France et en Allemagne [Proof, Reasoning and Validation in Mathematics Secondary Schools in France and Germany] (Doctoral Dissertation). Université Paris Diderot, Paris VII. Retrieved from https://tel.archives-ouvertes.fr/tel-00009716/document
• Cabassut, R. (2009). The double transposition in proving. In F.-L. Lin, F.-J. Hsieh, G. Hanna, & M. de Villiers (Eds.), Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education (Vol. 1, pp. 124-129). Taipei: National Taiwan Normal University.
• Chaachoua, H. (2010). La praxéologie comme modèle didactique pour la problématique EIAH. Etude de cas: la modélisation des connaissances des élèves [The praxeology as didactic model for the EIAH problem] (HDR dissertation). Université de Grenoble. Retrieved from https://tel.archives-ouvertes.fr/tel-00922383
• Chevallard, Y. (2007). Readjusting didactics to a changing epistemiology. European Educational Research Journal, 6(2), 131-134. https://doi.org/10.2304/eerj.2007.6.2.131
• Chevallard, Y., & Bosch, M. (2019). Anthropological Theory of the Didactic (ATD). In S. Lerman (ed.), Encyclopedia of Mathematics Education, (pp. 1-8). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-319-77487-9_100034-1
• Coppé, S., Dorier, J.-L., & Moreau, V. (2005). Différents types de dessins dans les activités d’argumentation en classe de 5^ème[Different types of drawings in 7th Grade argumentation activities] Petit X, (68), 8-37.
• Duval, R. (1992). Argumenter, démontrer, expliquer: continuité ou rupture cognitive[Arguing, proving, explaining: Cognitive continuity or Guap], Petit X, 31, 37-61.
• Fujita, T., & Jones, K. (2014). Reasoning-and-proving in geometry in school mathematics textbooks in Japan. International Journal of Educational Research, 64, 81-91. https://doi.org/10.1016/j.ijer.2013.09.014
• Fujita, T., Jones, K., & Kunimune, S. (2009). The design of textbooks and their influence on students’ understanding of ‘proof’ in lower secondary school. In F.-L. Lin, F.-J. Hsieh, G. Hanna, & M. de Villiers (Eds), Proceedings of the ICMI Study 19 conference: Proof and Proving in Mathematics Education (Vol. 1, pp. 172-177). Taipei, Taiwan: National Taiwan Normal University.
• Garuti, R., Boero, P., & Lemut, E. (1998). Cognitive unity of theorems and difficulty of proof. In A. Olivier and K. Newstead (Eds.), Proceedings of the 22th PME International Conference, (Vol. 2, pp. 345-352). Stellenbosch, South Africa.
• Gobert, S. (2007). Conditions nécessaires à l’usage des dessins en géométrie déductive [Necessary conditions to use drawings in deductive geometry], Petit X, 47, 34-59.
• González-Martín, A. S., Giraldo, V., & Souto, A. M. (2013). The introduction of real numbers in secondary education: An institutional analysis of textbooks. Research in Mathematics Education, 15(3), 230-248. https://doi.org/10.1080/14794802.2013.803778
• Gousseau-Coutat, S. (2006). Intégration de la géométrie dynamique dans l’enseignement de la géométrie pour favoriser la liaison école primaire collège: une ingénierie didactique au collège sur la notion de propriété [Integration of dynamic geometry in the teaching of geometry to promote the link between primary school and secondary school: didactic engineering in secondary school on the notion of property] (Doctoral Dissertation). Université Joseph Fourier, Grenoble. Retrieved from https://tel.archives-ouvertes.fr/tel-00110052/
• Houdement, C., & Kuzniak, A. (2006). Paradigmes géométriques et enseignement de la géométrie [Geometric Paradigms and Geometry Teaching]. Annales de didactique et de sciences cognitives, 11, 175-193.
• Kerboeuf, M.-P., & Houdebine, J. (2005). Les figures-cles: une idee pour l’apprentissage de la demonstration en 4^e[Key-figures: an idea for learning how to prove it in 8th Grade.], Repère IREM, 59, 83-103.
• Mariotti, M. A. (2000). Introduction to proof: The mediation of a dynamic software environment. Educational Studies in Mathematics, 44(1), 25-53. https://doi.org/10.1023/A:1012733122556
• Miyakawa, T. (2012). Proof in geometry: A comparative analysis of French and Japanese textbooks. In T. Y. Tso (Ed.). Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 225-232). Taipei, Taiwan.
• Njomgang Ngansop, J., & Tchonang Youkap, P. (2018). La ligne droite, un objet d’étude au début du secondaire: une analyse institutionnelle des manuels [The straight line, a subject of study at the beginning of secondary school: an institutional analysis of textbooks]. Revue de Mathématiques Pour l’Ecole, 230, 23-29.
• Pedemonte, B. (2002). Étude didactique et cognitive des rapports entre argumentation et démonstration dans l’apprentissage des mathématiques [A didactic and cognitive study of the relationship between argumentation and proof in the learning of mathematics.] (Doctoral Dissertation). Université Joseph-Fourier-Grenoble I. Retrieved from https://tel.archives-ouvertes.fr/tel-00004579/
• Stylianides, G. J. (2009). Reasoning-and-proving in school mathematics textbooks. Mathematical Thinking and Learning, 11, 258-288. https://doi.org/10.1080/10986060903253954
• Tanguay, D., & Geeraerts, L. (2012). D’une géométrie du perceptible à une géométrie déductive : à la recherche du paradigme manquant [From a perceptible geometry to a deductive geometry: in search of the missing paradigm], Petit X, 88, 5-24.
• Tchonang Youkap, P., Njomgang Ngansop, J., Tieudjo, D., & Nchia Ntam, L. (2019). Influence of Drawing and Figures on Secondary School Students' Argumentation and Proof: An Investigation on Parallelogram. Acta Didactica Napocensia, 12(2), 133-144. https://doi.org/10.24193/adn.12.2.10
• Vinner, S. (1983). Concept definition, concept image and the notion of function. International Journal of Mathematical Education in Science and Technology, 14(3), 293-305. https://doi.org/10.1080/0020739830140305
• Vinner, S. (2002). The role of definitions in the teaching and learning of mathematics. In: Tall D. (eds) Advanced Mathematical Thinking. Mathematics education library, V11. Springer, Dordrecht. https://doi.org/10.1007/0-306-47203-1_5
• Walter, A. (2001). Quelle géométrie pour l’enseignement en collège? [wath geometry for the teaching in secondery school], Petit X, 54, 31-49.

APA

Tchonang Youkap, P., Njomgang Ngansop, J., Tieudjo, D., & Pedemonte, B. (2020). The Introduction of Proof at the Secondary School in Cameroun: A First Approach trough the Study of Quadrilaterals and Triangles in the Textbook. International Electronic Journal of Mathematics Education, 15(3), em0599. https://doi.org/10.29333/iejme/8404

Vancouver

Tchonang Youkap P, Njomgang Ngansop J, Tieudjo D, Pedemonte B. The Introduction of Proof at the Secondary School in Cameroun: A First Approach trough the Study of Quadrilaterals and Triangles in the Textbook. INT ELECT J MATH ED. 2020;15(3):em0599. https://doi.org/10.29333/iejme/8404

AMA

Tchonang Youkap P, Njomgang Ngansop J, Tieudjo D, Pedemonte B. The Introduction of Proof at the Secondary School in Cameroun: A First Approach trough the Study of Quadrilaterals and Triangles in the Textbook. INT ELECT J MATH ED. 2020;15(3), em0599. https://doi.org/10.29333/iejme/8404

Chicago

Tchonang Youkap, Patrick, Judith Njomgang Ngansop, Daniel Tieudjo, and Bettina Pedemonte. "The Introduction of Proof at the Secondary School in Cameroun: A First Approach trough the Study of Quadrilaterals and Triangles in the Textbook". International Electronic Journal of Mathematics Education 2020 15 no. 3 (2020): em0599. https://doi.org/10.29333/iejme/8404

Harvard

Tchonang Youkap, P., Njomgang Ngansop, J., Tieudjo, D., and Pedemonte, B. (2020). The Introduction of Proof at the Secondary School in Cameroun: A First Approach trough the Study of Quadrilaterals and Triangles in the Textbook. International Electronic Journal of Mathematics Education, 15(3), em0599. https://doi.org/10.29333/iejme/8404

MLA

Tchonang Youkap, Patrick et al. "The Introduction of Proof at the Secondary School in Cameroun: A First Approach trough the Study of Quadrilaterals and Triangles in the Textbook". International Electronic Journal of Mathematics Education, vol. 15, no. 3, 2020, em0599. https://doi.org/10.29333/iejme/8404