The student experience of mathematical proof at University level
The student experience of mathematical proof at University level
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.
pedagogy, curriculum, teaching, learning, proof, proving, mathematics, mathematical, University, research, graduate
53-60
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2000
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(2000)
The student experience of mathematical proof at University level.
International Journal of Mathematical Education in Science and Technology, 31 (1), .
(doi:10.1080/002073900287381).
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. 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.
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Published date: 2000
Keywords:
pedagogy, curriculum, teaching, learning, proof, proving, mathematics, mathematical, University, research, graduate
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 40503
URI: http://eprints.soton.ac.uk/id/eprint/40503
ISSN: 0020-739X
PURE UUID: 82982883-e144-44da-ae82-8dda00219702
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Date deposited: 11 Jul 2006
Last modified: 15 Mar 2024 08:19
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