RUME 25
2023
Omaha, Nebraska
Students Leverage Struggles with Proof to Script Fictional Dialogues about the Rules of Proving
Page: 118
Research has noted that some aspects of proof remain implicit in undergraduate instruction. Accordingly, we propose that direct interaction with the rules of proving (e.g., deductive reasoning, proof-writing conventions) is of didactical value to students transitioning to proof- based mathematics. Using the commognitive framework, we aim to delineate the rules that newcomers to proof find challenging. These were solicited with a scriptwriting task that asked students to create a fictional dialogue about a proof-related mistake that they had experienced. The task was embedded in a homework assignment in an undergraduate course for academically motivated high-schoolers. Thematic analysis of 61 scripts resulted in a range of rules that concerned the use of examples, logical circularity, and proof layout. We discuss these findings in relation to students’ instruction and the existing literature on proof.