Aims
The role and importance assigned to argumentation and proof in the last decade has led to an enormous variety of approaches to research in this area. Historical, epistemological and logical issues, related to the nature of mathematical argumentation and proof and their functions in mathematics, represent one focus of this wide-ranging research. Focus on mathematical aspects, concerning the didactical transposition of mathematical proof patterns into classrooms, is another established approach, which sometimes makes use of empirical research. Most empirical research focuses on cognitive aspects, concerning students' processes of production of conjectures and construction of proofs. Other research addresses implications for the design of curricula, sometimes based on the analysis of students' thinking in arguing and proving and concerns about didactical transposition. Recent empirical research has looked at proof teaching in classroom contexts and considered implications for the curriculum. The social-cultural aspects revealed in these studies motivate a current branch of research which is offering new insights. Comparative studies, trying to come to a better understanding of cultural differences in student's arguing and in the teaching of proof can be seen as part of this new branch of research. In this respect, papers presented at ICMI study 19 on "Argumentation and Proof" illustrate this diversity.
Differences concern the focus researchers take in their approach, as well in the methodological choices they make. This leads not only to different perspectives, but also to different terminology when we are talking about phenomena. Differences are not always immediately clear, as we sometimes use the same words but assign different meanings to them. On the other hand, different categories that we build from empirical research in order to describe students’ processes, understandings and needs are rarely discussed conceptually across the research field. Conceptual and terminological work is helpful in that it allows us to progress as a community operating with a wide range of research approaches.

Guidelines for submission
The work of TSG 14 will serve a dual role: presentation of the current state of the art in the topic "Reasoning, proof and proving in mathematics education (RPP)" and expositions of outstanding recent contributions to it. The topic will be considered at all levels of education: elementary, secondary, university (including pre-service teacher education), and in-service teacher education. The Organizing Team of the Study Group invites theoretical, empirical or developmental papers that address one or more of the following themes (though any paper of relevance to the overall focus of the Study Group will be considered).
1. Historical / Epistemological /logical issues:
  * The role of RPP in the history of mathematics.
  * The role of logic in RPP
2. Curriculum and textbook aspect:
  * The status of RPP at school, at different grade levels, and in various countries
  * International comparison of the above status of RPP among countries
  * Discussion of the mathematical contexts and developmental progression of RPP in
  curriculum and textbooks
3. Cognitive aspect:
  * Students' and teachers' views or conceptions of RPP
  * Students' main difficulties in learning RPP
  * Description and interpretation of students' behaviors in RPP tasks
4. Teaching and teacher education aspect:
  * Approaches to the teaching of RPP, at different grade levels, and in various mathematical
  subject areas
  * Pedagogical content knowledge teachers need for effective teaching of RPP
  * Preparation of teachers for effective teaching of RPP
  * Design of appropriate instructional interventions to help students overcome their difficulties in coping with RPP tasks
  * The role of dynamic software in the teaching and learning of RPP
Interested participants are requested to submit proposals for a papernot later than November 30,2011 bothvia e-mail to the Team co-chairs and through the on-line submission system at the Congress Website. The proposals should be up to 2000 words in length (excluding references, tables, figures, and an abstract of up to 120 words). The final papers to be presented at the conference may be longer than this.

On-line submission
Go to<My Page> at the first page of the Congress Homepagehttp://icme12.org or press <Submit your proposal> button on TSG 14 website in the Congress Homepage.

Deadlines
November 30, 2011 Proposal submission
January 15, 2012 Notification of acceptance
April 10, 2012 Submission of final draft

Organizers
Co-chairs : Stephane Cyr(Canada) cyr.stephane@uqam.ca 
                  Maria Alessandra Mariotti(Italy) marialessandra.mariotti@gmail.com

Team Members : Andreas Stylianides(UK) as899@cam.ac.uk 
                          Viviane Durrand-Guerrier(France) vdurand@math.univ-montp2.fr
                          Youngmee Koh(Korea) ymkoh@suwon.ac.kr
                          Kirsti Hemmi(Sweden) kirsti.hemmi@mdh.se
Liaison IPC Member : Hee Chan Lew hclew@knue.ac.kr

Other information
The schedule for the work of the Study Group will be announced on the TSG 14 website. If you have further questions, please contact any of the co-chairs of the group.