A sense-making approach to proof: Strategies of students in traditional and problem-based number theory courses

By J. Smith. 2006

61 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Transitions and Proof and Proving at Tertiary Level (2011, background): “universities have instituted transition-toproof or bridge courses (Moore, 1994); others use linear algebra, number theory (Smith, 2006) or a discrete mathematics course (Epp, 2004) for this purpose.”
Proof constructions and evaluations (2009, background): “populations, see Knuth (2002), Smith (2006) , and Sowder and Harel (1998).”
Why proofs by mathematical induction are generally not explanatory (2009, unknown): “’(3) There is also a small body of empirical psychological studies (e.g. Reid 2001; Smith 2006) suggesting that students generally regard proofs by mathematical induction as deficient in explaining why the theorem proved is true.”