Skip to main content

Engendering proof attitudes: can the genesis of mathematical knowledge teach us anything?

Buy Article:

$55.00 plus tax (Refund Policy)

The necessity for reading and writing proofs is one of the central distinguishing characteristics of university mathematics. But reports over the last decade voice concern about students' understanding of mathematical proof at both secondary school and undergraduate level. These reports suggest that there is continued poverty in the understanding of proof by students. This article reports on how proof attitudes could be inculcated in students by offering them a course design that is faithful, to some extent, to the historical genesis of modern mathematics. Specifically, it is argued that such a design can enable students to discover for themselves a 'sense of proof'.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Data/Media
No Metrics

Document Type: Research Article

Affiliations: School of Education and Lifelong Learning University of Exeter Heavitree Road Exeter EX1 2LU UK

Publication date: 2003-07-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more