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Creators/Authors contains: "Dawkins, P C"

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  1. ; ; ; (, Notices of the American Mathematical Society)
    Accepted Manuscript Full Text Available
  2. ; ; ; ; (, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)
    Cook, S.; Katz, B.; Moore-Russo D. (Ed.)
    Learning to interpret proofs is an important milepost in the maturity and development of students of higher mathematics. A key learning objective in proof-based courses is to discern whether a given proof is a valid justification of its underlying claim. In this study, we presented students with conditional statements and associated proofs and asked them to determine whether the proofs proved the statements and to explain their reasoning. Prior studies have found that inexperienced provers often accept the proof of a statement’s converse and reject proofs by contraposition, which are both erroneous determinations. Our study contributes to the literature by corroborating these findings and suggesting a connection between students’ reading comprehension and proof validation behaviors and their beliefs about mathematical proof and mathematical knowledge base. 
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    Accepted Manuscript Full Text Available