Grade 11 Students' Functional Understanding of Proof in Relation to Resources

• In Event: AERA Poster Session 6
  In Poster Session: Mathematics Education Research Poster Session 2

Abstract

Inspired by discrepancies in the literature, I examined the differences between resourced and under-resourced schools in relation to students’ functional understanding of proof. Research has established that understanding the functions of proof provide students with a firm foundation for constructing mathematical proofs. Yet, little is known about the extent to which students in resourced and under-resourced schools appreciate the functions that proof performs in mathematics. Data were sourced from a questionnaire administered to 78 Grade students in the Ethekwini metropolitan area, South Africa. The practical significance of the results emphasize the importance of taking into account the role of resources when investigating the learning of proofs. Recommendations and implications for the students’ careers and future research are raised and discussed.

Author

• Benjamin Shongwe, University of KwaZulu-Natal