Students’ knowledge about proof and handling proof

• Femke Sporn ^[1] ; Daniel Sommerhoff ; Aiso Heinze
  1. [1] Leibniz Institute for Science and Mathematics Education

     Leibniz Institute for Science and Mathematics Education

     Kreisfreie Stadt Kiel, Alemania

     
• Localización: Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education / coord. por Ceneida Fernández Verdú, Salvador Llinares Ciscar, Ángel Gutiérrez Rodríguez, Núria Planas i Raig, Vol. 4, 2022 (Research Reports (Si – Z) · Oral Communications, Poster Presentations), ISBN 978-84-1302-178-2, págs. 27-34
• Idioma: inglés
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• Resumen

  • Research has highlighted that students’ have problems regarding mathematical proof.

    In part, these have been connected to deficits in their knowledge about proof and handling proof. However, empirical data on students’ knowledge about proof and handling proof throughout secondary education is so far missing. Further, it is unclear if there is a connection between concept- and action-oriented knowledge about proof and handling proof. To address these gaps, an empirical study was conducted, investigating the knowledge about proof and handling proof concerning proof principles of N = 456 students in grade 8 to 11. Results indicate that (i) only concept- oriented knowledge significantly increases throughout secondary education and (ii) there is only little relation between concept- and action-oriented knowledge.