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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.authorSmith, Jennifer Christian-
dc.date.accessioned2010-12-15T06:11:00Z-
dc.date.available2010-12-15T06:11:00Z-
dc.date.issued2005-
dc.identifier.citationSNU Journal of Education Research, Vol.14, pp. 45-76-
dc.identifier.issn1225-5335-
dc.identifier.urihttp://hdl.handle.net/10371/71529-
dc.description2005-
dc.description.abstractThis 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.
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dc.language.isoen-
dc.publisher서울대학교 교육종합연구원-
dc.subjectproof-
dc.subjectsense-making-
dc.subjectproof construction-
dc.subjecttransition to proof courses-
dc.titleA Sense-making Approach to Proof: Initial Strategies of Students in Traditional and Problem-based Number Theory Courses-
dc.typeSNU Journal-
dc.citation.journaltitleSNU Journal of Education Research-
dc.citation.endpage76-
dc.citation.pages45-76-
dc.citation.startpage45-
dc.citation.volume14-
Appears in Collections:
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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