Proof :: Math Education Papers

proofread Proof. What is it and why does this simple term give birth such a stir among maths educators and math students? If you were to ask a young child to prove a mathematical event, they would be joyful to show you many examples of how it works. This does not constitute a proof plainly it is a step in the right direction. If you were to ask a steep naturalize student or first year college student to do a proof, you will most likely be met with groans and feelings of disgust. Students at this ripen have probably encountered proof in a geometry class where they were judge to follow a strict format without much freedom to draw out proofs on their own. However, if you were to ask a mathematician about proof they would begin to articulate you about how beautiful proof in mathematics can be.Proof has always been a topic of interest for me. In high school geometry and my first year of college, I too did not understand proof. I felt like many other students, frustrated b y the fact that we were asked to prove theorems that the book had already told us were true. It was as though the teacher was playing magical games on the chalkboard and alone of the sudden we had a proof. However, as time progressed, I began to see the beauty of proof. Then, mathematical proof introduced me to the power of proof. In this paper I hope to address the archetype of proof, how it relates to understanding and the implications for mathematics education. BACKGROUNDIn the 1950s and 60s proof played a significant role in mathematics education. Then in 1989, the National Council of Teachers of Mathematics (NCTM) deemphasized proof and replaced it with reasoning. Following this, mathematics educators began to see that students had difficulty with proof because they had little contact with it. In response, NCTM in the 2000 standards, elevated proof to a standard, emphasizing that it should be part of all students mathematical experiences (Knuth). Schoenfeld states proof is i nseparable from mathematics. It is essential in communicating, doing, and recording mathematics (153).Throughout most of the history of mathematics education, proof has been more of a topic of study instead of a way to understand mathematics (Knuth 73). In addition, proof has only been limited to the college bound student or the student enrolled in geometry.