Count on Number Theory to Inspire Proof
Many students find proofs frustrating, and teachers struggle with how to help students write proofs. In fact, it is well documented that most students who have studied proofs in high school geometry courses do not master them and do not understand their function. Research suggests that teachers shou...
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| Veröffentlicht in: | The Mathematics teacher 2009-11, Vol.103 (4), p.298-304 |
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| container_title | The Mathematics teacher |
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| creator | Quinn, Anne Larson Evitts, Thomas A. Heinz, Karen |
| description | Many students find proofs frustrating, and teachers struggle with how to help students write proofs. In fact, it is well documented that most students who have studied proofs in high school geometry courses do not master them and do not understand their function. Research suggests that teachers should determine the justifications that students find convincing and then provide activities that will refine their reasoning abilities toward a goal of reaching deductive proof. Here, Quinn suggests and discusses some instructional activities that have helped students refine their proof abilities as they studied high school-level mathematics in a manner recommended by Harel and Sowder. |
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| ispartof | The Mathematics teacher, 2009-11, Vol.103 (4), p.298-304 |
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| language | eng |
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| source | JSTOR Mathematics & Statistics; JSTOR Archive Collection A-Z Listing |
| subjects | Connecting Research to Teaching Deductive reasoning Demonstrative reasoning Geometry High school students Inductive reasoning Mathematics education Mathematics teachers Number theory Proof theory Reasoning Secondary school mathematics Teachers Teaching methods |
| title | Count on Number Theory to Inspire Proof |
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