Algebra and Proof in High School: The Case of Algebraic Proof as Discovery

Autor/in	Martinez, Mara V.
Titel	Algebra and Proof in High School: The Case of Algebraic Proof as Discovery
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 3 (2014) 1, S.30-53 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3621
Schlagwörter	Algebra; Mathematical Logic; Validity; Secondary School Mathematics; Secondary School Students; Mathematics Instruction; Mathematics Education; Geometry; Secondary School Teachers; Mathematics Teachers; Grounded Theory; Mathematical Concepts; Problem Solving; Teaching Methods; Interviews; Massachusetts + Suchen Sie Ihr Suchwort? Mathematical logics; Mathematische Logik; Gültigkeit; Sekundarschüler; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Master-Studiengang
Abstract	In the United States, students' learning experiences around proof is generally concentrated in the domain of high school geometry with a focus on its verification function. Thus, providing students with a limited conception of what proof entails and the role that it plays in performing mathematics. Moreover, there is a lack of U.S.-based studies addressing how to integrate proof into other mathematical domains within the high school curriculum. In this paper, the author reports results from an interview at the end of a teaching experiment which was designed to integrate algebra and proof into the high school curriculum. Algebraic proof was envisioned as the vehicle that would provide high school students the opportunity to learn about proof in a context other than geometry. Results indicate that most students were able to produce an algebraic proof involving variables and a parameter and its multiples. In doing so, students experienced the discovery function of proof. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01