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A Sense-making Approach to Proof: Initial Strategies of Students in Traditional and Problem-based Number Theory Courses

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Authors
Smith, Jennifer Christian
Issue Date
2005
Publisher
서울대학교 교육종합연구원
Citation
SNU Journal of Education Research, Vol.14, pp. 45-76
Keywords
proofsense-makingproof constructiontransition to proof courses
Description
2005
Abstract
This paper reports the results of an exploratory study

of the perceptions of and approaches to mathematical

proof of undergraduates enrolled in lecture-based and

problem-based "transition to proof' courses. While the

students in the lecture-based course demonstrated

conceptions of proof that reflect those reported in the

research literature as insufficient and typical of

undergraduates. the students in the problem-based course

were found to approach the construction of proofs in ways

that demonstrated efforts to make sense oj mathematical

ideas. This sense-making manifested itself in the ways in

which students employed initial strategies. notation. prior

knowledge and experiences, and concrete examples in the

prooJ construction process. These results suggest that such

a problem-based course may provide opportunities for

students to develop conceptions of proof that are more

meaningful and robust than does a traditional

lecture-based course.
ISSN
1225-5335
Language
English
URI
http://hdl.handle.net/10371/71529
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.14 (2005)
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