“Why do we have to prove this?” Fostering students’ understanding of ‘proof’ in geometry in lower secondary school
“Why do we have to prove this?” Fostering students’ understanding of ‘proof’ in geometry in lower secondary school
This paper reports findings that indicate that as many as 80% of lower secondary age students can continue to consider that experimental verifications are enough to demonstrate that geometrical statements are true - even while, at the same time, understanding that proof is required to demonstrate that geometrical statements are true. Further data show that attending more closely to the matter of the ‘Generality of proof’ can disturb students’ beliefs about experimental verification and make deductive proof meaningful for them.
mathematics, education, proof
256-261
International Commission on Mathematical Instruction
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
May 2009
Kunimune, Susumu
c1255c4f-6293-4a26-a8b6-ff02013e3192
Fujita, Taro
8a05b8fc-a1ce-4a7b-9399-3fb00639a3cc
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Kunimune, Susumu, Fujita, Taro and Jones, Keith
(2009)
“Why do we have to prove this?” Fostering students’ understanding of ‘proof’ in geometry in lower secondary school.
Lin, Fou-Lai, Hsieh, Feng-Jui, Hanna, Gila and de Villiers, Michael
(eds.)
In Proceedings of the ICMI study 19 conference: Proof and proving in mathematics education.
vol. 1,
International Commission on Mathematical Instruction.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This paper reports findings that indicate that as many as 80% of lower secondary age students can continue to consider that experimental verifications are enough to demonstrate that geometrical statements are true - even while, at the same time, understanding that proof is required to demonstrate that geometrical statements are true. Further data show that attending more closely to the matter of the ‘Generality of proof’ can disturb students’ beliefs about experimental verification and make deductive proof meaningful for them.
Text
Kunimune-etc_fostering_proof_in_geom_2009
- Accepted Manuscript
More information
Published date: May 2009
Venue - Dates:
ICMI study 19 conference: Proof and proving in mathematics education, National Taiwan Normal University, Taipei, Taiwan, 2009-05-10 - 2009-05-15
Keywords:
mathematics, education, proof
Identifiers
Local EPrints ID: 445826
URI: http://eprints.soton.ac.uk/id/eprint/445826
PURE UUID: 1aa203ea-9d48-4b80-b15b-9d6964a91e31
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Date deposited: 08 Jan 2021 17:31
Last modified: 16 Mar 2024 10:26
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Contributors
Author:
Susumu Kunimune
Author:
Taro Fujita
Editor:
Fou-Lai Lin
Editor:
Feng-Jui Hsieh
Editor:
Gila Hanna
Editor:
Michael de Villiers
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