RUME 26
2024
Omaha, Nebraska
The Evolution of Two Undergraduates’ Example and Set Use During Conjecturing and Proving
Page: 259
To better understand how students’ example and set use might evolve during their conjecturing and proving activity, we engaged two students in guided reinvention of mathematical statements relating sequence properties during an 11-week teaching experiment. We characterized the students’ evolving example/set use in three categories: (1) classifying examples from the initial set of sequences, (2) seeking diversity and using lack of examples from an expanded initial set of sequences, and (3) attending to properties, searching for structure, and building formality with the set of all sequences. We exemplify these categories and then discuss some guidance that could explain the students' example/set use.