Mathematics graduates' conceptions of mathematical proof
Jones, Keith (1998) Mathematics graduates' conceptions of mathematical proof. In, Holton, D. (ed.) On the Teaching and Learning of Mathematics at University Level. ICMI Study Conference on the Teaching and Learning of Mathematics at University Level Singapore, ICMI, 161-164.
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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. This paper presents some evidence 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.
|Item Type:||Book Section|
|Additional Information:||An expanded version of this paper is available as: 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. http://eprints.soton.ac.uk/40503/|
|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:||16 Aug 2006|
|Last Modified:||27 Mar 2014 18:26|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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