A Longitudinal Study of the Development of Proof Making in Students

REC 98 14846卡罗琳·马赫，罗格斯大学本研究将跟踪一组14名重点学生，通过两年的中学数学，使用课堂观察，临床访谈和课后工作会议的音频/视频记录，以记录和分析这些学生制作和解释证明方式的变化。 这些学生中的一个子集是早期数学思维纵向研究（1 - 8年级）的参与者。 该项目的目标是：（1）提供关于高中生证明能力发展的深入案例研究;（2）调查学生早期的想法和见解与后来的证明和证明建设的关系;（3）研究学生早期的想法和见解。（3）追溯学生思想表征的起源、发展和使用，以及与解释、论证和证据建立有关的探索和见解。 在学习共同体的背景下，额外的目标是：（4）调查教师干预学生数学思想的发展的性质和（5）研究在学习者共同体内思想运动的背景下的个体认知。

REC 98 14846Carolyn Maher, Rutgers UniversityThis study will follow a group of 14 æfocus studentsÆ through two years of secondary school mathematics, using in-class observation, clinical interviewing, and audio/video recordings of after-school working sessions to document and analyze changes in the way these students make and explain proofs. A subset of these students were participants in an earlier longitudinal study of mathematical thinking (grades 1 - 8). This will allow detailed documentation of the intellectual histories of these students.The goals of the project are (1) provide in-depth case studies of the development of proof making in high school students; (2) to investigate the relationship of studentsÆ earlier ideas and insights to later justifications and proof building; (3) to trace the origin, development and use of representations of student ideas, explorations, insights relating to explanation, justification and proof building. Within the context of the learning community, additional goals are: (4) to investigate the nature of teacher intervention in the growth of student mathematical ideas and (5) to study individual cognition in the context of the movement of ideas within the community of learners.