PROCEEDINGS OF THE 16TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2013
Denver, Colorado
Proof Structure In the Context of Inquiry Based Learning
Page: 2-486
Data was collected from three sections of an introductory proofs course that was taught from an inquiry-based perspective. Inquiry-based learning (IBL) gives authority to students and allows them to present to their peers, rather than having the instructor be the focus of the class and authority on proof. Data from the final exams of 68 students was analyzed with a focus on proof structure. Proofs chosen to analyze included concepts considered “prior knowledge”, as well as problems that required new concepts from class. This research utilizes an adaptation of Toulmin’s method for argumentation analysis. Our goal was to compare the proof structures generated by these students to previous research also applying some form of Toulmin’s scheme to mathematical proof. There was significant variety of proof structures, which could be a result of the IBL atmosphere.