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Mathematics graduates' conceptions of mathematical proof

Record type: Conference or Workshop Item (Paper)

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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Citation

Jones, Keith, (1998) Mathematics graduates' conceptions of mathematical proof Holton, D. (ed.) In On the Teaching and Learning of Mathematics at University Level. ICMI., pp. 161-164.

More information

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, 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
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 16 Aug 2006
Last modified: 17 Jul 2017 15:31

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