Student Conceptions of What it Means to Base a Proof on an Informal Argument

Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data ill...
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Gespeichert in:

Autor*in:	Zazkis, Dov [verfasserIn] Villanueva, Matthew

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2016

Schlagwörter:	Proof Informal argumentation Formalization Semantic/syntactic

Anmerkung:	© Springer International Publishing Switzerland 2016

Übergeordnetes Werk:	Enthalten in: International journal of research in undergraduate mathematics education - New York, NY : Springer, 2015, 2(2016), 3 vom: 05. Aug., Seite 318-337
Übergeordnetes Werk:	volume:2 ; year:2016 ; number:3 ; day:05 ; month:08 ; pages:318-337

Links:	Volltext

DOI / URN:	10.1007/s40753-016-0032-3

Katalog-ID:	SPR037223666

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520			\|a Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction.
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650		4	\|a Informal argumentation \|7 (dpeaa)DE-He213
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allfields	10.1007/s40753-016-0032-3 doi (DE-627)SPR037223666 (SPR)s40753-016-0032-3-e DE-627 ger DE-627 rakwb eng Zazkis, Dov verfasserin aut Student Conceptions of What it Means to Base a Proof on an Informal Argument 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing Switzerland 2016 Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction. Proof (dpeaa)DE-He213 Informal argumentation (dpeaa)DE-He213 Formalization (dpeaa)DE-He213 Semantic/syntactic (dpeaa)DE-He213 Villanueva, Matthew aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 2(2016), 3 vom: 05. Aug., Seite 318-337 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:2 year:2016 number:3 day:05 month:08 pages:318-337 https://dx.doi.org/10.1007/s40753-016-0032-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2016 3 05 08 318-337
spelling	10.1007/s40753-016-0032-3 doi (DE-627)SPR037223666 (SPR)s40753-016-0032-3-e DE-627 ger DE-627 rakwb eng Zazkis, Dov verfasserin aut Student Conceptions of What it Means to Base a Proof on an Informal Argument 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing Switzerland 2016 Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction. Proof (dpeaa)DE-He213 Informal argumentation (dpeaa)DE-He213 Formalization (dpeaa)DE-He213 Semantic/syntactic (dpeaa)DE-He213 Villanueva, Matthew aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 2(2016), 3 vom: 05. Aug., Seite 318-337 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:2 year:2016 number:3 day:05 month:08 pages:318-337 https://dx.doi.org/10.1007/s40753-016-0032-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2016 3 05 08 318-337
allfields_unstemmed	10.1007/s40753-016-0032-3 doi (DE-627)SPR037223666 (SPR)s40753-016-0032-3-e DE-627 ger DE-627 rakwb eng Zazkis, Dov verfasserin aut Student Conceptions of What it Means to Base a Proof on an Informal Argument 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing Switzerland 2016 Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction. Proof (dpeaa)DE-He213 Informal argumentation (dpeaa)DE-He213 Formalization (dpeaa)DE-He213 Semantic/syntactic (dpeaa)DE-He213 Villanueva, Matthew aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 2(2016), 3 vom: 05. Aug., Seite 318-337 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:2 year:2016 number:3 day:05 month:08 pages:318-337 https://dx.doi.org/10.1007/s40753-016-0032-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2016 3 05 08 318-337
allfieldsGer	10.1007/s40753-016-0032-3 doi (DE-627)SPR037223666 (SPR)s40753-016-0032-3-e DE-627 ger DE-627 rakwb eng Zazkis, Dov verfasserin aut Student Conceptions of What it Means to Base a Proof on an Informal Argument 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing Switzerland 2016 Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction. Proof (dpeaa)DE-He213 Informal argumentation (dpeaa)DE-He213 Formalization (dpeaa)DE-He213 Semantic/syntactic (dpeaa)DE-He213 Villanueva, Matthew aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 2(2016), 3 vom: 05. Aug., Seite 318-337 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:2 year:2016 number:3 day:05 month:08 pages:318-337 https://dx.doi.org/10.1007/s40753-016-0032-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2016 3 05 08 318-337
allfieldsSound	10.1007/s40753-016-0032-3 doi (DE-627)SPR037223666 (SPR)s40753-016-0032-3-e DE-627 ger DE-627 rakwb eng Zazkis, Dov verfasserin aut Student Conceptions of What it Means to Base a Proof on an Informal Argument 2016 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Springer International Publishing Switzerland 2016 Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction. Proof (dpeaa)DE-He213 Informal argumentation (dpeaa)DE-He213 Formalization (dpeaa)DE-He213 Semantic/syntactic (dpeaa)DE-He213 Villanueva, Matthew aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 2(2016), 3 vom: 05. Aug., Seite 318-337 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:2 year:2016 number:3 day:05 month:08 pages:318-337 https://dx.doi.org/10.1007/s40753-016-0032-3 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2070 GBV_ILN_2086 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 2 2016 3 05 08 318-337
language	English
source	Enthalten in International journal of research in undergraduate mathematics education 2(2016), 3 vom: 05. Aug., Seite 318-337 volume:2 year:2016 number:3 day:05 month:08 pages:318-337
sourceStr	Enthalten in International journal of research in undergraduate mathematics education 2(2016), 3 vom: 05. Aug., Seite 318-337 volume:2 year:2016 number:3 day:05 month:08 pages:318-337
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Proof Informal argumentation Formalization Semantic/syntactic
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container_title	International journal of research in undergraduate mathematics education
authorswithroles_txt_mv	Zazkis, Dov @@aut@@ Villanueva, Matthew @@aut@@
publishDateDaySort_date	2016-08-05T00:00:00Z
hierarchy_top_id	826105769
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author	Zazkis, Dov
spellingShingle	Zazkis, Dov misc Proof misc Informal argumentation misc Formalization misc Semantic/syntactic Student Conceptions of What it Means to Base a Proof on an Informal Argument
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topic_title	Student Conceptions of What it Means to Base a Proof on an Informal Argument Proof (dpeaa)DE-He213 Informal argumentation (dpeaa)DE-He213 Formalization (dpeaa)DE-He213 Semantic/syntactic (dpeaa)DE-He213
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title	Student Conceptions of What it Means to Base a Proof on an Informal Argument
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title_full	Student Conceptions of What it Means to Base a Proof on an Informal Argument
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author_browse	Zazkis, Dov Villanueva, Matthew
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title_sort	student conceptions of what it means to base a proof on an informal argument
title_auth	Student Conceptions of What it Means to Base a Proof on an Informal Argument
abstract	Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction. © Springer International Publishing Switzerland 2016
abstractGer	Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction. © Springer International Publishing Switzerland 2016
abstract_unstemmed	Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction. © Springer International Publishing Switzerland 2016
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title_short	Student Conceptions of What it Means to Base a Proof on an Informal Argument
url	https://dx.doi.org/10.1007/s40753-016-0032-3
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up_date	2024-07-03T21:46:33.679Z
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fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR037223666</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230328183309.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201007s2016 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s40753-016-0032-3</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR037223666</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s40753-016-0032-3-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Zazkis, Dov</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Student Conceptions of What it Means to Base a Proof on an Informal Argument</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2016</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer International Publishing Switzerland 2016</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract In this paper we explore how students construe what it means for an informal argument to be the basis of a proof. We use students’ attention as a proxy for their conceptions and document what they pay attention to when assessing whether a proof is based on an informal argument. The data illustrate that some undergraduate mathematics students pay attention to only a limited cross section of the connections that exist between informal arguments and proofs. This indicates that their conceptions of what it means to base a proof on an informal argument involve relatively superficial similarities. Students’ attention to only a small cross section of what can be carried forward from an informal argument toward the goal of creating a proof can account for some student difficulties with, and avoidance of, using their own informal arguments as a basis for proof construction.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Proof</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Informal argumentation</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Formalization</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Semantic/syntactic</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Villanueva, Matthew</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of research in undergraduate mathematics education</subfield><subfield code="d">New York, NY : Springer, 2015</subfield><subfield code="g">2(2016), 3 vom: 05. 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