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A Sense-making Approach to Proof: Initial Strategies of Students in Traditional and Problem-based Number Theory Courses
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Smith, Jennifer Christian | - |
dc.date.accessioned | 2010-12-15T06:11:00Z | - |
dc.date.available | 2010-12-15T06:11:00Z | - |
dc.date.issued | 2005 | - |
dc.identifier.citation | SNU Journal of Education Research, Vol.14, pp. 45-76 | - |
dc.identifier.issn | 1225-5335 | - |
dc.identifier.uri | https://hdl.handle.net/10371/71529 | - |
dc.description | 2005 | - |
dc.description.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. | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 교육종합연구원 | - |
dc.subject | proof | - |
dc.subject | sense-making | - |
dc.subject | proof construction | - |
dc.subject | transition to proof courses | - |
dc.title | A Sense-making Approach to Proof: Initial Strategies of Students in Traditional and Problem-based Number Theory Courses | - |
dc.type | SNU Journal | - |
dc.citation.journaltitle | SNU Journal of Education Research | - |
dc.citation.endpage | 76 | - |
dc.citation.pages | 45-76 | - |
dc.citation.startpage | 45 | - |
dc.citation.volume | 14 | - |
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