PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 1)
2013
Denver, Colorado
Proof Structure in the Context of Inquiry Based Learning
Page: 1-205
An introductory proofs course was taught using Inquiry-based learning (IBL), which gives authority to students and allows them to present to their peers rather than having the instructor as the focus of the class. Data was collected from the final exams of 68 students and analyzed based on proof structure. Problems included concepts that were introduced prior to and during the course. This research utilizes an adaptation of Toulmin’s method for argumentation analysis. Our goal was to compare the proof structures from these students to previous research that applied Toulmin’s layout to mathematical proof. There was a much wider variety of proof structures than expected, which could be a result of the IBL atmosphere.