Mathematics graduates' conceptions of mathematical proof
Mathematics graduates' conceptions of mathematical proof
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.
pedagogy, curriculum, teaching, learning, proof, proving, mathematics, mathematical, University, research, graduate
161-164
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1998
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(1998)
Mathematics graduates' conceptions of mathematical proof.
Holton, D.
(ed.)
In On the Teaching and Learning of Mathematics at University Level.
ICMI.
.
Record type:
Conference or Workshop Item
(Paper)
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.
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Published date: 1998
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/
Venue - Dates:
ICMI Study Conference, Singapore, Singapore, 1998-12-08 - 1998-12-12
Keywords:
pedagogy, curriculum, teaching, learning, proof, proving, mathematics, mathematical, University, research, graduate
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41276
URI: http://eprints.soton.ac.uk/id/eprint/41276
PURE UUID: 3e2d3c54-fbb0-4a1d-af9f-d1cbfd31b6f8
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Date deposited: 16 Aug 2006
Last modified: 11 Dec 2021 15:53
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Contributors
Editor:
D. Holton
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