Investigating Students' Proof Reasoning: Analyzing Students' Oral Proof Explanations and Their Written Proofs in High School Geometry

Autor/inn/en	Winer, Michael L.; Battista, Michael T.
Titel	Investigating Students' Proof Reasoning: Analyzing Students' Oral Proof Explanations and Their Written Proofs in High School Geometry
Quelle	In: International Electronic Journal of Mathematics Education, 17 (2022) 2, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Winer, Michael L.) ORCID (Battista, Michael T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Geometry; Mathematics Instruction; Validity; Mathematical Logic; Oral Language; Written Language; High School Students; Secondary School Mathematics; Error Patterns; Grade 9; Grade 10 + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Gültigkeit; Mathematical logics; Mathematische Logik; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fehlertyp; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Constructing formal geometry proofs in is an important topic in the mathematics curriculum. But students' difficulties with proof are well documented. This article focuses on proofs that use triangle congruence postulates in US high school geometry. Examining students' proof reasoning in one-on-one task-based interviews, we analyzed students' oral planning/explanations and two-column written proofs. We found that much of the reasoning students conveyed in their oral planning/explanations was not incorporated into their written proofs, resulting in formalization and fatal logical reasoning gaps. We found that the majority of the students utilized sound reasoning in their oral explanations, but struggled to capture that reasoning in their written two-column proofs. We link our findings to learning progression research, further elaborating the van Hiele levels. Our research contributes to understanding the learning and teaching of proof and to the ongoing controversy over the use of two-column proofs in the high school geometry curriculum. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01