Sponsor
Portland State University. Department of Mathematics and Statistics
First Advisor
Sean Larsen
Date of Publication
Spring 5-15-2013
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.) in Mathematics Education
Department
Mathematics and Statistics
Language
English
Subjects
Mathematics -- Study and teaching (Middle school) -- Research, Problem solving -- Mathematics -- Study and teaching (Middle school), Induction (Mathematics) -- Study and teaching (Middle school), Proof theory -- Study and teaching (Middle school)
DOI
10.15760/etd.1075
Physical Description
1 online resource (vi, 150 pages)
Abstract
Although proof has long been viewed as a cornerstone of mathematical activity, incorporating the mathematical practice of proving into classrooms is not a simple matter. In this dissertation I aim to advance research on proof by addressing this issue. In particular, I explore the role proof might play in promoting the learning of mathematics in the classroom. I do this in a series of three articles (organized as three chapters), which are preceded by an introductory chapter. The introductory chapter situates the remaining chapters in the context of mathematics education research. In the second chapter I explore what the literature on proof tells us about what role proof might play in the promotion of learning in the mathematics classroom. In this chapter I also compare the ways in which proof is purported to promote learning in the mathematics classroom with the roles it is purported to play in the field of research mathematics. In the third chapter I look at empirical data to explore ways engaging in proof and proving might create opportunities for student learning. In particular, my analysis led me to focus on how identifying and reflecting on the key idea of a proof can create opportunities for learning mathematics. The final chapter is an article for a practitioner journal and discusses implications for practice based on the two preceding articles.
Rights
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
http://archives.pdx.edu/ds/psu/9884
Recommended Citation
Bartlo, Joanna Rachel, "Why Ask Why: An Exploration of the Role of Proof in the Mathematics Classroom" (2013). Dissertations and Theses. Paper 1075.
https://doi.org/10.15760/etd.1075
Included in
Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons