PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
A possible framework for students’ proving in introductory topology
Page: 231
Advanced mathematics courses require that students possess sophisticated proving techniques. Topology is one such course in which students’ proving behaviors have not been extensively studied. In this paper, we propose that visual methods play an important role in undergraduates’ discovery of the key idea of a proof, and we describe a potential framework for students’ proving processes in a first course in undergraduate topology based on Carlson and Bloom’s (2005) problem solving framework.