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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/8858

Title: Teaching proof to undergraduates: semantic and syntactic approaches
Authors: Alcock, Lara
Issue Date: 2009
Publisher: ICMI © The authors
Citation: ALCOCK, L., 2009. Teaching proof to undergraduates: semantic and syntactic approaches. IN: Lin, F., Hanna, F.H.G. and de Villiers, M. (eds). Proceedings of the ICMI Study 19 conference: Proof and Proving, 10-15 May 2009, National Taiwan Normal University, Taipei. ICMI, volume 1, pp. 29-34.
Abstract: 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.
Description: This is a conference paper. The conference proceedings are available from: and
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/8858
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Appears in Collections:Conference Papers (Mathematics Education Centre)

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