PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Exploring the contentspecific mathematical proving behavior of students in context: Opportunities for extracting and giving mathematical meaning
Page: 1605
Studies were conducted to explore the efficacy of a non-traditional transition to upper division proof course using Freudenthal’s notion of mathematizing as a framework. Classroom video data and student work were analyzed using grounded theory methodology. Results indicated that students in the non-traditional course developed better understandings of the role of definition and counter example in proof through engagement in meaning making activities that fostered both the semantic and structural aspects of proof writing.