Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof construction

Keith Weber

Research output: Contribution to journalArticlepeer-review

38 Scopus citations

Abstract

In university mathematics courses, the activity of proof construction can be viewed as a problem-solving task in which the prover is asked to form a logical justification demonstrating that a given statement must be true. The purposes of this paper are to describe some of the different types of reasoning and problem-solving processes used by undergraduates to construct proofs in their university mathematics courses, and to consider the relationship between the reasoning that students use when constructing a proof and what they have the opportunity to learn from their proving experience.

Original languageEnglish (US)
Pages (from-to)351-360
Number of pages10
JournalJournal of Mathematical Behavior
Volume24
Issue number3-4
DOIs
StatePublished - 2005

All Science Journal Classification (ASJC) codes

  • Education
  • Applied Mathematics
  • Applied Psychology

Keywords

  • Learning
  • Problem solving
  • Problem-solving processes
  • Proof
  • Reasoning

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