Mathematics Majors' Perceptions of Conviction, Validity, and Proof

By Keith Weber. 2010

145 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/44428b9aa0a2c76d16fcd3170d09fbbb71e2db15

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Citations in the corpus

The Need for Proof and Proving: Mathematical and Pedagogical Perspectives (2011, methodology): “Although not universal (Iannone and Inglis 2010 ; Weber 2010 ) , this pervasive misconception inhibits students’ perceiving an intellectual need for proof as a mathematical construct.”
Self-explanation training improves proof comprehension (2014, background): “It is thus of concern to see converging evidence that undergraduate students are not reliably able to judge whether a proof is valid or invalid (Alcock & Weber, 2005; Inglis & Alcock, 2012; Ko & Knuth, 2009, 2013; Selden & Selden, 2003; Weber, 2010).”
Mathematicians’ perspectives on their pedagogical practice with respect to proof (2012, background): “Although lectures in advanced mathematics may be somewhat more varied than the descriptions above [3,4], students do spend a significant amount of time reading the proofs that their professors present to them in lectures.”
Expert and Novice Approaches to Reading Mathematical Proofs (2012, background): “For various methodological reasons, such studies may not give an accurate picture of students’ conceptions of proof (A. J. Stylianides & G. J. Stylianides, 2009; Vinner, 1997; Weber, 2010).”
How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition (2014, background): “Weber (2010) conducted an interview study in which he presented 28 mathematics majors who had completed an introductory proof course with an empirical argument and asked if they found it to be convincing or to be a proof.7 5One with a “rational” perspective is one who relies on deduction to…”