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Why do we need proof
Mälardalen University, School of Education, Culture and Communication. (MNT)ORCID iD: 0000-0003-0120-9829
Stockholms universitet, Matematiska institutionen.
2010 (English)In: Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. WG 2. January 28th - February 1st 2009, Lyon (France) / [ed] Viviane Durand-Guerrier, Sophie Soury-Lavergne, Ferdinando Arzarello, Lyon: Institut National de Recherche Pedagogique , 2010Conference paper (Refereed)
Abstract [en]

We explore teaching mathematicians’ views on the benefits of studying proof in the basic university courses in Sweden. The data consists of ten mathematicians’ written responses to our questions. We found a variety of ideas and views on the function of proof that we call transfer. All mathematicians in the study considered proofs valuable for students because they offer students new methods, important concepts and exercise in logical reasoning needed in problem solving. The study shows that some mathematicians consider proving and problem solving almost as the same kind of activities. We describe the function of transfer in mathematics, exemplify it with the data at a general level and present particular proofs illuminating transfer that were mentioned by the mathematicians in our study.

Place, publisher, year, edition, pages
Lyon: Institut National de Recherche Pedagogique , 2010.
National Category
Didactics
Research subject
Mathematics/Applied Mathematics
Identifiers
URN: urn:nbn:se:mdh:diva-11887ISBN: 978-2-7342-1190-7OAI: oai:DiVA.org:mdh-11887DiVA: diva2:400484
Conference
CERME 6, Congress of the European Society for Research in Mathematics Education
Available from: 2011-02-28 Created: 2011-02-25 Last updated: 2015-02-04Bibliographically approved

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fulltext(72 kB)123 downloads
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Hemmi, Kirsti
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ReferencesLink to record
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