Students’ knowledge about proof and handling proof
Conference contribution (Article) › Research › Peer reviewed
Publication data
| By | Femke Sporn, Daniel Sommerhoff, Aiso Heinze |
| Original language | English |
| Published in | Ceneida Fernández, Salvador Llinares, Ángel Gutiérrez, Núria Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (vol. 4) |
| Pages | 27-34 |
| Editor (Publisher) | PME |
| ISBN | 978-84-1302-178-2 |
| DOI/Link | https://web.ua.es/de/pme45/documents/proceedings-pme45-vol4.pdf#page=59 |
| Publication status | Published – 07.2022 |
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 conceptoriented knowledge significantly increases throughout secondary education and (ii) there is only little relation between concept- and action-oriented knowledge.
