A Hypothesis Framework for Students' Difficulties with Proof by Contradiction

Autor/inn/en	Quarfoot, David; Rabin, Jeffrey M.
Titel	A Hypothesis Framework for Students' Difficulties with Proof by Contradiction
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 8 (2022) 3, S.490-520 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-021-00150-z
Schlagwörter	Mathematics Education; Mathematical Logic; Validity; Difficulty Level; Literature Reviews; College Students + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathematical logics; Mathematische Logik; Gültigkeit; Schwierigkeitsgrad; Collegestudent
Abstract	In mathematics education, the research on proof by contradiction (PBC) often claims that this activity is more difficult for students than direct proof, or simply difficult in general. Many hypotheses have been offered to support or explain this belief, yet they span a disorientingly wide swath of journal articles, conference papers, dissertations, book chapters, etc. In addition, few attempts have been made to organize these hypotheses or carefully test them. In this paper, we conduct a thorough literature review on PBC, organize existing hypotheses about challenges with PBC into a Hypothesis Framework for (Students' Difficulty with) Proof By Contradiction (HFPBC), discuss the state of research related to each hypothesis, and offer thoughts on the future study of these hypotheses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01