RUME 25
2023
Omaha, Nebraska
In Proving Attempts that Generate Stuck Points, What Characterizes Undergraduate Students’ Overall Proving Process?
Page: 368
Learning to prove mathematical propositions is a cornerstone of mathematics as a discipline (de Villiers, 1990). While the field has generated research that has analyzed the final products of proof (Selden & Selden, 2009) and there are frameworks for analyzing problem-solving processes (e.g., Carlson & Bloom, 2005; Schoenfeld, 1992), much remains to be known about analyzing undergraduate students’ proving processes. With a focus on impasses in the proving processes, this study provides a more fine-grained account by characterizing students’ overall proving process and navigating actions. The analysis lays the foundation for discussing the relative productivity processes students may take as they are engaging in proving.