Expert and Novice Approaches to Reading Mathematical Proofs

Autor/inn/en	Inglis, Matthew; Alcock, Lara
Titel	Expert and Novice Approaches to Reading Mathematical Proofs
Quelle	In: Journal for Research in Mathematics Education, 43 (2012) 4, S.358-390 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Undergraduate Students; Eye Movements; Mathematics Education; Mathematical Logic; College Mathematics; Validity; Professional Personnel; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Augenbewegung; Mathematische Bildung; Mathematical logics; Mathematische Logik; Gültigkeit; Personalbestand; Ausland; Großbritannien
Abstract	A comparison of the proof validation behavior of beginning undergraduate students and research-active mathematicians is explored. Participants' eye movements were recorded as they validated purported proofs. The main findings are that (a) contrary to previous suggestions, mathematicians sometimes appear to disagree about the validity of even short purported proofs; (b) compared with mathematicians, undergraduate students spend proportionately more time focusing on "surface features" of arguments, suggesting that they attend less to logical structure; and (c) compared with undergraduates, mathematicians are more inclined to shift their attention back and forth between consecutive lines of purported proofs, suggesting that they devote more effort to inferring implicit warrants. (Contains 5 figures, 1 table and 7 footnotes.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10