# Proof Trajectories

## Document Type

Presentation Abstract

## Presentation Date

11-1-2010

## Abstract

One of the goals of any undergraduate mathematics program is for students to become competent in constructing mathematical proofs. Unfortunately, despite the importance of proof training in mathematics education, many students have difficulty with it (Dreyfus, 1999; Harel & Sowder, 2003; Selden & Selden, 2003). Weber (2004) states that "there is widespread agreement that students have serious difficulties with constructing proofs" (p. 1). In this presentation, I will provide some examples of proof research in mathematics education and describe the frameworks I used when analyzing the data from my dissertation research. These frameworks were used to classify the types of proofs students in my study created, which refers to ways in which a participants work towards a proof, and students' proof schemes which consist of what "constitutes ascertaining and persuading for that person" (Harel & Sowder, 1998). I will also include some examples of data from my study, which was designed to answer the following question: What, if any, identifiable paths do students go through while learning to prove?

## Recommended Citation

Haverhals, Nick, "Proof Trajectories" (2010). *Colloquia of the Department of Mathematical Sciences*. 361.

https://scholarworks.umt.edu/mathcolloquia/361

## Additional Details

Monday, 1 November 2010

3:10 p.m. in Math 103

4:00 p.m. Refreshments in Math Lounge 109