PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
What constitutes a proof? Complementary voices of a mathematician and a mathematics educator in a co-taught undergraduate course on mathematical proof and proving
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The work reported in this paper is part of a study aimed at characterizing the processes andidentifying the ways in which different kinds of expertise (mathematics vs. mathematicseducation) unfolded in the planning and teaching of an undergraduate course on MathematicalProof and Proving (MPP), which was co-taught by a professor of mathematics and a professorof mathematics education. More specifically, the study aimed at unpacking the affordances anddrawbacks of this collaboration. The collected data includes all 13 videotaped lessons in the2012 semester, the second time the course was taught. The content of the course consisted oftopics that were familiar/accessible to the students, e.g., high school level algebra, geometry,and basic number theory. In this paper we focus on how the views held by each instructorregarding what constitutes an acceptable proof and how it should be presented, are reflectedin his/her teaching.Key words: