**Beginning university mathematics students' proof understanding.** / Sporn, Femke; Sommerhoff, Daniel; Heinze, Aiso.

Research output: Chapter in anthology/conference proceeding › Conference contribution (Article) › Research › peer-review

Sporn, F, Sommerhoff, D & Heinze, A 2021, Beginning university mathematics students' proof understanding. in M Inprasitha, N Changsri & N Boonsena (eds), *Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education.* vol. 4, PME, pp. 102-110, 44nd Conference of the International Group for the Psychology of Mathematics Education, Khon Kaen, Thailand, 19.07.21.

Sporn, F., Sommerhoff, D., & Heinze, A. (2021). Beginning university mathematics students' proof understanding. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), *Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education *(Vol. 4, pp. 102-110). PME.

Sporn F, Sommerhoff D, Heinze A. Beginning university mathematics students' proof understanding. In Inprasitha M, Changsri N, Boonsena N, editors, Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education. Vol. 4. PME. 2021. p. 102-110

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title = "Beginning university mathematics students' proof understanding",

abstract = "Research has highlighted that students of all age have difficulties with mathematical proof, many of which can be traced back to a limited understanding of proof. Despite various research focusing on aspects of proof understanding, a generally accepted framework for proof understanding, systematizing its various aspects, is missing so far. We thus outline a framework for a persons{\textquoteright} proof understanding along several important perspectives, foci, and aspects, for example distinguishing concept-oriented and action-oriented foci. To substantiate the latter distinction and the value of the framework, a first explorative empirical study was conducted with N = 72 beginning mathematics university students{\textquoteright}, indicating that concept-oriented and action-oriented methodological knowledge can be distinguished.",

author = "Femke Sporn and Daniel Sommerhoff and Aiso Heinze",

year = "2021",

month = jul,

language = "English",

volume = "4",

pages = "102--110",

editor = "Inprasitha, {Maitree } and Changsri, {Narumon } and Boonsena, {Nisakorn }",

booktitle = "Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education",

publisher = "PME",

note = "null ; Conference date: 19-07-2021 Through 22-07-2021",

url = "https://pme44.kku.ac.th/home/",

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TY - CHAP

T1 - Beginning university mathematics students' proof understanding

AU - Sporn, Femke

AU - Sommerhoff, Daniel

AU - Heinze, Aiso

PY - 2021/7

Y1 - 2021/7

N2 - Research has highlighted that students of all age have difficulties with mathematical proof, many of which can be traced back to a limited understanding of proof. Despite various research focusing on aspects of proof understanding, a generally accepted framework for proof understanding, systematizing its various aspects, is missing so far. We thus outline a framework for a persons’ proof understanding along several important perspectives, foci, and aspects, for example distinguishing concept-oriented and action-oriented foci. To substantiate the latter distinction and the value of the framework, a first explorative empirical study was conducted with N = 72 beginning mathematics university students’, indicating that concept-oriented and action-oriented methodological knowledge can be distinguished.

AB - Research has highlighted that students of all age have difficulties with mathematical proof, many of which can be traced back to a limited understanding of proof. Despite various research focusing on aspects of proof understanding, a generally accepted framework for proof understanding, systematizing its various aspects, is missing so far. We thus outline a framework for a persons’ proof understanding along several important perspectives, foci, and aspects, for example distinguishing concept-oriented and action-oriented foci. To substantiate the latter distinction and the value of the framework, a first explorative empirical study was conducted with N = 72 beginning mathematics university students’, indicating that concept-oriented and action-oriented methodological knowledge can be distinguished.

M3 - Conference contribution (Article)

VL - 4

SP - 102

EP - 110

BT - Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education

A2 - Inprasitha, Maitree

A2 - Changsri, Narumon

A2 - Boonsena, Nisakorn

PB - PME

Y2 - 19 July 2021 through 22 July 2021

ER -

ID: 1666543