A Study of Proof Conceptions in Algebra

Abstract

After surveying high-attaining 14and 15-year-old students about proof in algebra, we found that students simultaneously held 2 different conceptions of proof: those about arguments they considered would receive the best mark and those about arguments they would adopt for themselves. In the former category, algebraic arguments were popular. In the latter, students preferred arguments that they could evaluate and that they found convincing and explanatory, preferences that excluded algebra. Empirical argument predominated in students' own proof constructions, although most students were aware of its limitations. The most successful students presented proofs in everyday language, not using algebra. Students' responses were influenced mainly by their mathematical competence but also by curricular factors, their views of proof, and their genders.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 474 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.