2020
DOI: 10.29275/jerm.2020.08.sp.1.69
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Demystifying Proofs Through Structured Interaction: A Case Study of One Instructor’s Teaching in an Undergraduate Analysis Course

Abstract: The concept of proof is central to every undergraduate mathematics curriculum, but it is also a difficult concept for university students to understand and for university instructors to teach. Prior studies have contributed useful research knowledge about the nature and sources of undergraduate students' difficulties with proof, but they have paid less attention to the development of effective instructional practices to enhance student learning of proof. As a step towards this direction, this paper makes a con… Show more

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