If students are to gain an understanding of, and a capability with, how to construct proofs, the teaching need to pay attention to creating opportunities for students to understand and appreciate the structure of the proof. What to pay attention to when teaching proofs and proving They oftentimes do not know where to start or are unable to use existing knowledge strategically.Ĭ. In addition, research has shown that when asked to prove a mathematical statement or verify the correctness of proof students tend to use empirical data or specific cases. So, basically any mathematical task that involves proof is hard for learners, in fact for everyone. Students’ difficulties with proofs and proving involved (1) reading and understanding proofs, (3) evaluating the suitability of proof and (3) writing a deductive proof. What are students’ difficulties with proofs? Note that ‘difficult’ does not mean not doable.ī. What a proof is and how to prove are difficult to learn and are difficult to teach. It is a creative reasoning process to build up substantiated argument. Proving is the activity of constructing a proof. In mathematics teaching, a proof is made to establish the generality of a statement (most times, they are theorems) and of course to initiate the students to this kind of mathematical practice that is unique to mathematics. I define proof as a relational network of claims (propositions and conclusions), substantiation (established knowledge that makes the claim legitimate) and appropriate connectives so sequenced to justify why the conclusion is a logical consequence of the premises. I propose here ideas teachers need to know and pay attention to when teaching mathematical proofs and how to prove.
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