“Proof trajectories- Results of a longitudinal qualitative study”

Document Type

Presentation Abstract

Presentation Date

4-18-2011

Abstract

Despite the importance of teaching proof in any undergraduate mathematics program, current mathematics education research has documented student difficulties with proof (Dreyfus, 1999; Harel & Sowder, 2003; Selden & Selden, 2003; Weber, 2004). In this qualitative case study, conducted over the course of one academic year, nine undergraduate students were each interviewed once every two weeks. Based on a pre-determined set of problems, in each interview, students were asked to complete, evaluate or discuss mathematical proofs. The results of these interviews were then qualitatively analyzed using two different frameworks. The first focused on proof type, which refers to what kind of proof is created and how it comes about. The second framework addressed identifying each student’s proof scheme, which “constitutes ascertaining and persuading for that person” (Harel & Sowder, 1998). Using these structures as a guide, the question researched was: What, if any, identifiable paths do students go through while learning to prove? Even though, no paths were found common to all participants, the results of the study indicate that as students become more comfortable with proof, they are inclined towards a certain proof type, semantic, and this coincides with becoming more successful with proof writing in general.

Additional Details

Doctoral Dissertation Defense. Link to the presenter's dissertation.

Dissertation Committee:
Bharath Sriraman, Chair (Mathematical Sciences),
James Hirstein (Mathematical Sciences),
Thomas Tonev (Mathematical Sciences),
David Erickson (School of Education),
Libby Knott (Washington State University, Mathematical Sciences)

Monday, April 18, 2011
3.00 pm in Native American Center 105

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