Mathematicians' perspectives on features of a good pedagogical proof

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

In this article, we report two studies investigating what mathematicians value in a pedagogical proof. Study 1 is a qualitative study of how eight mathematicians revised two proofs that would be presented in a course for mathematics majors. These mathematicians thought that introductory and concluding sentences should be included in the proofs, main ideas should be formatted to emphasize their importance, and extraneous or redundant information should be removed to avoid distracting or confusing the reader. Study 2 is a quantitative study assessing the extent to which a larger group of mathematicians (N = 110) agreed or disagreed with the eight mathematicians interviewed in Study 1. This quantitative study confirmed the findings of Study 1 by demonstrating a high degree of agreement among mathematicians regarding how they would revise proofs for pedagogical purposes.

Original languageEnglish (US)
Pages (from-to)146-169
Number of pages24
JournalCognition and Instruction
Volume30
Issue number2
DOIs
StatePublished - Apr 2012

All Science Journal Classification (ASJC) codes

  • Experimental and Cognitive Psychology
  • Education
  • Developmental and Educational Psychology
  • Psychology(all)

Fingerprint Dive into the research topics of 'Mathematicians' perspectives on features of a good pedagogical proof'. Together they form a unique fingerprint.

Cite this