Mathematics Teachers' Conceptions of Proof and Proof-Instruction

Student Teachers’ Conceptions of Mathematical Proof

ion Step two is for each student teacher, individually, to produce their own representation of their conception of mathematical proof using any or all of the above key terms (or others that they might choose), arranging them on a blank piece of paper from their own perspective, and joining Mathematics Education Review, Volume 9, May 1997 pp21-32 27 key terms in what they consider a meaningful w...

Experimentation and Proof in Mathematics

670 NOTICES OF THE AMS VOLUME 42, NUMBER 6 T he English word “prove”—as its Old French and Latin ancestors—has two basic meanings: to try or test, and to establish beyond doubt. The first meaning is largely archaic, though it survives in technical expressions (printer’s proofs) and adages (the exception proves the rule, the proof of the pudding). That these two meanings could have coexisted for...

Proof Theory and Constructive Mathematics

Preservice Teachers’ Conceptions and Enactments of Project-Based Instruction

We present results of an investigation of preservice secondary mathematics and science teachers’ conceptions of project-based instruction (PBI) and their enactments of PBI in apprentice (student) teaching. We evaluated their thinking and implementations within a composite framework based on the work of education researchers. We analyzed survey responses, both qualitatively and statistically, fr...

Applied Proof Theory - Proof Interpretations and their Use in Mathematics

Corrected version Nov.20: a confused slide on the functional interpretation of weak compactness as well as a slide stating a bound on Browder's theorem have been deleted as the latter has been superseded meanwhile: weak compactess can be bypassed resulting in a primitive recursive bound.