PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Following students in the transition to proof: Examining a case where reasoning and performance conflict
Page: 526
The transition to proof is difficult for students – what developments do students show while learning how to prove? I present a short-term longitudinal, qualitative analysis of 11 undergraduates taking a transition to proof course, of the developments seen in their proving. Within this, I follow one student whose proof reasoning grew but whose performance on the proof construction tasks declined. Investigating this single-subject case serves as an example of the complicated interplay between development and performance. It serves as a reminder for how attending to performance does not account for students’ thinking and vice versa.