Higher order reasoning produced in proof construction: how well do secondary school students explain and write mathematical proofs?

Paper

Yevdokimov, Oleksiy. 2009. "Higher order reasoning produced in proof construction: how well do secondary school students explain and write mathematical proofs?" Lin, Fou-Lai, Hsieh, Feng-Jui, Hanna, Gila and de Villiers, Michael (ed.) ICMI Study 19 Working Conference: Proof and Proving in Mathematics Education. Taipei, Taiwan 10 - 15 May 2009 Taipei.
Paper/Presentation Title

Higher order reasoning produced in proof construction: how well do secondary school students explain and write mathematical proofs?

Presentation TypePaper
Authors
AuthorYevdokimov, Oleksiy
EditorsLin, Fou-Lai, Hsieh, Feng-Jui, Hanna, Gila and de Villiers, Michael
Journal or Proceedings TitleProceedings of the ICMI Study 19 Conference: Proof and Proving in Mathematics Education
Journal Citation2, pp. 280-285
Number of Pages6
Year2009
Place of PublicationTaipei
ISBN9789860182101
Web Address (URL) of Paperhttp://140.122.140.1/~icmi19/files/Volume_2.pdf
Conference/EventICMI Study 19 Working Conference: Proof and Proving in Mathematics Education
Event Details
ICMI Study 19 Working Conference: Proof and Proving in Mathematics Education
Parent
International Commission on Mathematical Instruction
Event Date
10 to end of 15 May 2009
Event Location
Taipei, Taiwan
Abstract

The culture of mathematical explanations and writings based on conceptual understanding in proof construction is on the focus of the paper. We explore students’ attempts to explain construction of mathematical proofs after reading them and write mathematical proofs after working out their own constructions. Two examples of proofs, by induction and by contradiction, are discussed in detail to highlight students’ difficulties in proving and possible ways for their resolving.

Keywordsmathematical explanations, proof construction, conceptual understanding
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Public Notes

Author retains copyright.

Byline AffiliationsDepartment of Mathematics and Computing
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