No abstract

Coming from a social perspective, we introduce a classroom organizational frame, where students’ proofs progress from collaborative construction in small groups, through whole-class presentation at the board by one of the constructors, to a posteriori reflection. This design is informed by a view on proofs as successive social processes in the mathematics community. To illustrate opportunities for mathematics learning of proof progressions, we present a commognitive analysis of a single proof from a small course in topology. The analysis illuminates the processes through which students’ proof was restructured, developed previously unarticulated elements, and became more formal and elaborate. Within this progression, the provers developed their mathematical discourses and the course teacher seized valuable teachable moments. The findings are discussed in relation to key themes within the social perspective on proof.