Mathematics graduates' conceptions of mathematical proof
Holton, D. (ed.)
In On the Teaching and Learning of Mathematics at University Level.
Full text not available from this repository.
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.
Conference or Workshop Item
||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.
|Venue - Dates:
||ICMI Study Conference, Singapore, 1998-12-08 - 1998-12-12
||pedagogy, curriculum, teaching, learning, proof, proving, mathematics, mathematical, University, research, graduate
||Mathematics, Science & Health Education
||16 Aug 2006
||16 Apr 2017 19:03
|Further Information:||Google Scholar|
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