A Longitudinal Study of the Development of Proof Making in Students

REC 98 14846Carolyn Maher， Rutgers大学这项研究将跟踪14名æfocus studentsÆ学生，通过两年的中学数学学习，使用课堂观察、临床访谈和课后工作会议的音频/视频记录和分析这些学生制作和解释证明方式的变化。这些学生中的一部分参加了早期的数学思维纵向研究（1 - 8年级）。这将允许详细记录这些学生的思想史。该项目的目标是(1)提供深入的案例研究在高中学生的发展证明；(2)研究studentsÆ早期的想法和见解与后来的论证和证据构建的关系；(3)追溯学生关于解释、论证和证据构建的想法、探索和见解的表达的起源、发展和使用。在学习社区的背景下，额外的目标是：(4)调查教师干预学生数学思想成长的性质；(5)在学习者社区内思想运动的背景下研究个体认知。

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.