• Femke Sporn
  • Daniel Sommerhoff
  • Aiso Heinze
Research has highlighted that students of all age have difficulties with
mathematical proof, many of which can be traced back to a limited understanding
of proof. Despite various research focusing on aspects of proof understanding, a
generally accepted framework for proof understanding, systematizing its various
aspects, is missing so far. We thus outline a framework for a persons’ proof
understanding along several important perspectives, foci, and aspects, for
example distinguishing concept-oriented and action-oriented foci. To
substantiate the latter distinction and the value of the framework, a first
explorative empirical study was conducted with N = 72 beginning mathematics university students’, indicating that concept-oriented and action-oriented methodological knowledge can be distinguished.
Original languageEnglish
Title of host publicationProceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education
EditorsMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Number of pages9
Volume4
PublisherPME
Publication date07.2021
Pages102-110
ISBN (Electronic)978-616-93830-0-0
Publication statusPublished - 07.2021
Event44nd Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand
Duration: 19.07.202122.07.2021
https://pme44.kku.ac.th/home/

ID: 1666543