Undergraduate Mathematics Majors Problem-Solving Through Formal Rhetorical and Problem-Centered Mathematics

• In Event: Research in Mathematics Education Poster Session

Abstract

The transition to proof is a significant obstacle for undergraduate mathematics majors. Universities generally have a class to facilitate this transition, but students traditionally struggle both within and beyond these classes. There is a close relationship between proof and problem-solving. We conducted task-based cognitive interviews with undergraduate students who had recently completed a transition-to-proofs course, investigating how students engaged with problem-centered and formal-rhetorical aspects of mathematics. Overall, we found that students struggled with formal-rhetorical aspects of the proof, were less willing to employ explorative strategies in the problem with formal-rhetorical aspects, and enjoyed mathematical tasks that were balanced with familiarity and frustration.

Authors

• Hannali Pajela, University of California - Santa Barbara

• Mary E. Brenner, University of California - Santa Barbara

• Sarah Ann Roberts, University of California - Santa Barbara