Cognitive Development of Proof

By David Tall, O. Yevdokimov, Boris Koichu, W. Whiteley, M. Kondratieva, Ying-Hao Cheng. 2011

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This chapter traces the long-term cognitive development of mathematical proof from the young child to the frontiers of research. It uses a framework building from perception and action, through proof by embodied actions and classifications, geometric proof and operational proof in arithmetic and algebra, to the formal set-theoretic definition and formal deduction. In each context, proof develops over the long-term from the recognition and description of observed properties and the links between them, the selection of specific properties that can be used as definitions from which other properties may be deduced, to the construction of ‘crystalline concepts’ whose properties are a consequence of the context. These include Platonic objects in geometry, symbols having relationships in arithmetic and algebra and formal axiomatic systems whose properties are determined by their definitions.

Subfields: Education, Statistics and Probability, Theoretical Computer Science

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