A systematic review of mathematical reasoning: process, product, or anything between?
Andreas Pettersen
Mathematical reasoning has long been emphasised as a central component of mathematics education and research. Nevertheless, few studies have synthesised how this concept has been treated both theoretically and methodologically in previous research. Reviewing the status of this treatment is crucial for understanding how the concept can be operationalised in classroom contexts. This review synthesises empirical studies on mathematical reasoning, addressing the question: How can mathematical reason