Teaching proof to undergraduates: semantic and syntactic approaches
Lara Alcock
2134/8858
https://repository.lboro.ac.uk/articles/conference_contribution/Teaching_proof_to_undergraduates_semantic_and_syntactic_approaches/9373517
This paper contrast the rationales behind semantic and syntactic approaches to
teaching an undergraduate transition-to-proof course, using data from
interviews with two mathematicians. It addresses the ICMI theme of teachers’
views and beliefs, with particular focus on (1) instructors’ expectations in proofbased
courses and (2) both example-based and logical structure-based skills
that we would like students to develop before arriving at university.
2011-09-26 11:11:47
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