Undergraduate student teachers conceptualisations of mathematical proof.

Abstract

Students face serious challenges in learning mathematical proofs. Although many studies have been done with the aim of improving the learning of mathematical proof beyond mere regurgitation of memorised facts, very few studies have been based on students‟ actual proof attempts. Motivated by the need to develop an understanding of students‟ thinking grounded in their actual proof attempts the main research question put forward was: In what terms do Zimbabwean undergraduate student teachers think of mathematical proof? The goal was to explore students‟ schemes of argumentation and how students‟ thoughts around mathematical proof evolve.