PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Characterizing undergraduate students’ proving processes out of their “stuck points”
Page: 1232
Many undergraduate students experience significant difficulty in learning to prove mathematical propositions. In contrast to previous work focusing on the final products of proof, this work aims to characterize proving processes of undergraduate STEM majors who have recently completed an Introduction to Proof (ITP) course. This study extends Carlson and Bloom’s framework in order to better account for how undergraduate students navigate the potentially multiple “stuck points” that students encounter during their proving processes.