PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
An Analysis of Transition-To-Proof Course Students’ Proof Constructions with a View Towards Course Redesign
Page: 246
The purpose of this study was to gain knowledge about undergraduate transition-to- proof course students’ proving difficulties. We analyzed the final examination papers of students in one such course. Our perspective included drawing inferences about students’ sometimes automated links between situations and mental, as well as physical, actions. We have identified process, rather than mathematical content, difficulties such as not constructing a proof framework, not unpacking the conclusion, and not using definitions correctly. The ultimate goal is to contribute to an understanding of some of these kinds of difficulties as pedagogical content knowledge with which to teach or redesign transition-to-proof courses.