Proof Practices and Constructs of Advanced Mathematics Students
Bibliographic Data
| ID | 11159245 |
|---|---|
| Authors | Robert Coe (0009-0008-2116-6794, University of Cambridge), Kenneth Ruthven (0000-0002-5186-6707, University of Cambridge, corresponding author) |
| Year | 1994 |
| Volume | 20 |
| Issue | 1 |
| Pages | 41-53 |
| Publication date | 1994-02-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0141-1926 • E-ISSN: 1469-3518 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1080/0141192940200105 |
| OpenAlex | W2127207082 |
| Language | EN |
| Citations received | 3 |
| References cited | 6 |
Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post‐Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become largely instrumentalised. In particular, validation is primarily and predominantly empirical, and there is little concern for illumination and systematisation
Mathematics education · Pedagogy · Cognitive and developmental aspects of mathematical skills · History and Theory of Mathematics · Mathematics Education and Teaching Techniques · Psychology
| Citations per year | 0.18 |
|---|---|
| Citation span | 2009 - 2022 (14) |
| Highly cited | No |