Assessing the Learning of Proofs in High School

Terra Stout, Jeremiah Dwyer, Robert Byerly, Jennifer Wilhelm

Research output: Contribution to journalArticle

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 languageEnglish
Pages (from-to)16
JournalInternational Journal for Mathematics and Learning
StatePublished - Oct 31 2011

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