PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 1)
2012
Portland, Oregon
Undergraduate Proof in the Context of Inquiry-Based Learning
Page: 1-216
Students’ proof abilities were explored in the context of an inquiry-based learning (IBL) approach to teaching an introductory proofs course. IBL is a teaching method that focuses on student discussion and exploration in contrast to lecture-based instruction. Data was collected from three sections of an introductory proofs course, which included 70 students total. Data collection included a portfolio from each student, consisting of their work on every proof assigned throughout the course, as well as each student’s final exam. Contrary to previously published research related to courses taught in a more traditional lecture-based setting, this data analysis suggests that students developed an understanding of how to correctly use definitions and assumptions within the context of their proofs. Results also suggest that within the IBL setting, students generally organized their proofs in an efficient, thoughtful, and logical manner.