Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs
Pythagoras
| Field | Value | |
| Title | Towards a comprehensive knowledge package for teaching proof: A focus on the misconception that empirical arguments are proofs | |
| Creator | Stylianides, Andreas J. | |
| Description | The concept of proof is central to meaningful learning of mathematics, but is hard for students to learn. A serious misconception dominant amongst students at all levels of schooling is that empirical arguments are proofs. An important question, then, is the following: What knowledge might enable teachers to help students overcome this misconception? Earlier research led to construction of a significant but rather incomplete ‘knowledge package’ for teaching in this area. Major elements of this knowledge package are summarised and its further development is contributed to by discussing a research-based instructional intervention found to be effective in helping secondary students begin to overcome the misconception that empirical arguments are proofs. Implications for mathematics teacher education are considered. | |
| Publisher | AOSIS Publishing | |
| Date | 2011-08-03 | |
| Identifier | 10.4102/pythagoras.v32i1.14 | |
| Source | Pythagoras; Vol 32, No 1 (2011); 10 pages 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
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