Abstract
Proofs were introduced to high school students by a college mathematician. Student interest and knowledge level were assessed through pre and post tests. There was a definite gain in student knowledge but not in interest. Student learning of proof concepts was clearly displayed, while common errors were often related to lack of algebra skills. Student understanding of the meaning of proof was enhanced and this enhancement is discussed in the context of several existing theories of learning proofs.
| Original language | English |
|---|---|
| Pages (from-to) | 16 |
| Journal | International Journal for Mathematics and Learning |
| State | Published - Oct 31 2011 |