PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Partial unpacking and the use of truth tables in an inquiry-based-transition-to proofs course
Page: 840
During our research into an inquiry-based-transition to proofs course we observed that several students used truth tables in unique ways. Typically the students translated mathematical statements into propositional logic formalism and used the truth tables as tools in their mathematical activity. Student activity varied from using truth tables to show that a statement was a tautology, to obtain conviction in the truth of the statement, to demonstrate equivalence, or to formulate a conjecture. We hypothesize that the unique use of truth tables emerged because it was the classroom community’s responsibility to socially negotiate what counted as a proof. We intend to present some of our preliminary findings, and inquire as to what further research into these cases might be worthy of pursuit.