A changing trajectory of proof learning in the geometry inquiry classroom

Title
A changing trajectory of proof learning in the geometry inquiry classroom
Author
주미경
Keywords
Goal-oriented proof; Participant observation; Process-oriented proof; Proof and communication; Stages of proof learning
Issue Date
2012-06
Publisher
Springer
Citation
ZDM, 2012, 44(2), P.149-160
Abstract
The purpose of this study is to explore how students changes through learning to construct mathematical proofs in an inquiry-based middle school geometry class in Korea. Although proof has long been considered as one of the most important aspects of mathematics education, it is well-known that it is one of the most difficult areas of school mathematics for students. The geometry inquiry classroom (GIC) is an experimental class designed to teach geometry, especially focusing on teaching proof, based on students’ own inquiry. Based on a 2-year participant observation in the GIC, this study was conducted to address the following research question: how has students’ practice of mathematical proof been changed through their participation in the GIC? The in-depth analysis of the classroom discourse identified three stages through which the students’ practice of mathematical proof was transformed in the GIC: ‘emergent understanding of proof’, ‘proof learning as a goal-oriented activity’, ‘experiencing proof as the practice of mathematics’. The study found that as learning evolved through these stages, so the mathematics teacher’s role shifted from being an instructor to a mediator of communication. Most importantly, this research showed that the GIC has created a learning environment where students develop their competence in constructing meaningful mathematical proof and grow to be ‘a human who proves’, ultimately ‘a person who playfully engages with mathematics’.
URI
http://link.springer.com/article/10.1007%2Fs11858-012-0411-4http://hdl.handle.net/20.500.11754/67904
ISSN
1863-9690
DOI
10.1007/s11858-012-0411-4
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > MATHEMATICS EDUCATION(수학교육과) > Articles
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