RUME 25
2023
Omaha, Nebraska
A Design-Based Research Approach to Addressing Epistemological Obstacles in Introductory Proofs Courses
Page: 136
As has been well-documented, the epistemological obstacles associated with teaching and learning mathematical proofs persist despite research-based instruction. We describe the ongoing design process of our NSF-funded project aimed at understanding and addressing those obstacles in introductory proofs courses, using proof by mathematical induction as an anchor. Our process is framed by two cycles of designed-based research. The first cycle corresponds to designing and implementing research-based instruction on mathematical induction, whereas the second cycle broadens the scope of our research to other introductory proofs topics. This paper reports on the outcomes of the first cycle, the transition between the first and second cycles, and the project's end products.