RUME 27
2025
Alexandria, Virginia
Coping With Coercion in Logic: A Case Study
Page: 36
The ability to make a logical inference is at the heart of mathematical experience. However, a personal reasoning does not always follow the rules of formal logic. In this case study we focus on responses of one participant, a secondary school mathematics teacher, to scenarios involving coercive logic (the construct is defined and exemplified in the paper). This allows us to take a detailed look into what guides and what influences the participant’s approaches to various scenarios. We argue for the relevance of coercive logic to mathematics education, in particular, in exploring mathematical reasoning of students.