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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
- Issue Date
- 2005
- Publisher
- 서울대학교 교육종합연구원
- Citation
- SNU Journal of Education Research, Vol.14, pp. 45-76
- Keywords
- proof ; sense-making ; proof construction ; transition 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
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