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.

Download

Full text not available from this repository.

Description/Abstract

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
ePrint ID: 41276
Date Deposited: 16 Aug 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41276

Actions (login required)

View Item View Item