Abstract
This article reports on our experience, arising from an earlier research study, of incorporating proof evaluation tasks into a university mathematics curriculum. In particular, we discuss a task in which students were asked to evaluate and rank five different proposed proofs of a statement from elementary linear algebra. The students responses to this task prompted rich learning opportunities on the nature and functions of mathematical proofs, as well as revealing some interesting features of their thinking. We argue that proof evaluation tasks can afford rich learning opportunities as well as enabling novice students to participate in authentic mathematical practice.
| Original language | English (Ireland) |
|---|---|
| Title of host publication | Proof evaluation tasks as tools for teaching? |
| Number of pages | 7 |
| Publication status | Published - 1 Jan 2015 |
Authors (Note for portal: view the doc link for the full list of authors)
- Authors
- Pfeiffer, K,Quinlan, R,Krainer, K,Vondrova, N