The student experience of mathematical proof at University level
Jones, Keith (2000) The student experience of mathematical proof at University level. International Journal of Mathematical Education in Science and Technology, 31, (1), 53-60. (doi:10.1080/002073900287381).
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While proofs are central to University-level mathematics courses, research indicates that some students may complete their degrees with an incomplete picture of what constitutes a proof and how proofs are developed. The paper sets out to review what is known of the student experience of mathematical proof at University level. In particular, some evidence is presented of the conceptions of mathematical proof that recent mathematics graduates bring to their post-graduate course to teach high school mathematics. Such evidence suggests that while the least well-qualified graduates may have the poorest grasp of mathematical proof, the most highly qualified may not necessarily have the rich form of subject matter knowledge needed for the most effective teaching. Some indication of the likely causes of this incomplete student perspective on proof are presented.
|Digital Object Identifier (DOI):||doi:10.1080/002073900287381|
|Keywords:||pedagogy, curriculum, teaching, learning, proof, proving, mathematics, mathematical, University, research, graduate|
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
|Divisions:||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
|Date Deposited:||11 Jul 2006|
|Last Modified:||06 Aug 2015 02:34|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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