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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/9982

Title: Expert and novice approaches to reading mathematical proofs
Authors: Inglis, Matthew
Alcock, Lara
Keywords: Advanced mathematical thinking
College mathematics
Logic and proof
Proof
Reasoning
Issue Date: 2012
Publisher: © National Council of Teachers in Mathematics
Citation: INGLIS, M.J. and ALCOCK, L., 2012. Expert and novice approaches to reading mathematical proofs. Journal for Research in Mathematics Education, 43 (4), pp. 358-390.
Abstract: This article presents a comparison of the proof validation behavior of beginning undergraduate students and research-active mathematicians. Participants’ eye movements were recorded as they validated purported proofs. The main findings are that (a) contrary to previous suggestions, mathematicians sometimes appear to disagree about the validity of even short purported proofs; (b) compared with mathematicians, undergraduate students spend proportionately more time focusing on “surface features” of arguments, suggesting that they attend less to logical structure; and (c) compared with undergraduates, mathematicians are more inclined to shift their attention back and forth between consecutive lines of purported proofs, suggesting that they devote more effort to inferring implicit warrants. Pedagogical implications of these results are discussed, taking into account students’ apparent difficulties with proof validation and the importance of this activity in both school- and university-level mathematics education.
Description: This article was published in the Journal for Research in Mathematics Education [© National Council of Teachers in Mathematics ]:http://www.nctm.org/publications/jrme.aspx
Version: Closed access
URI: https://dspace.lboro.ac.uk/2134/9982
Publisher Link: http://www.nctm.org/publications/jrme.aspx
ISSN: 0021-8251
Appears in Collections:Closed Access (Mathematics Education Centre)

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