Kunimune, Susumu, Kumakura, Hiroyuki, Jones, Keith and Fujita, Taro
Lower secondary school students’ understanding of algebraic proof
In Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (PME33).
Psychology of Mathematics Education (PME)., .
Secondary school students are known to face a range of difficulties in learning about proof and proving in mathematics. This paper reports on a study designed to address the issue of students’ cognitive needs for conviction and verification in algebraic statements. Through an analysis of data from 418 students (206 from Grade 8, and 212 from Grade 9), we report on how students might be able to ‘construct’ a formal proof, yet they may not fully appreciate the significance of such formal proof. The students may believe that formal proof is a valid argument, while, at the same time, they also resort to experimental verification as an acceptable way of ‘ensuring’ universality and generality of algebraic statements
Conference or Workshop Item
||The pagination of this final proof copy is almost exactly as it appears in the published version. The paper is in volume 3.
|Venue - Dates:
||conference; gr; 2009-07-19; 2009-07-24, Greece, 2009-07-19 - 2009-07-24
||teaching, learning, pedagogy, curriculum, students, algebra, algebraic, geometry, geometrical, thinking, development, grade 8, keith jones, southampton
||Mathematics, Science & Health Education
||03 Nov 2009
||18 Apr 2017 21:14
|Further Information:||Google Scholar|
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