Rethinking the discovery function of proof within the context of proofs and refutations

Proof and proving are important components of school mathematics and have multiple functions in mathematical practice. Among these functions of proof, this paper focuses on the discovery function that refers to invention of a new statement or conjecture by reflecting on or utilizing a constructed proof. Based on two cases in which eighth and ninth graders engaged in proofs and refutations, we demonstrate that facing a counterexample of a primitive statement can become a starting point of students’ activity for discovery, and that a proof of the primitive statement can function as a useful tool for inventing a new conjecture that holds for the counterexample. An implication for developing tasks by which students can experience this discovery function is mentioned.ArticleInternational Journal of Mathematical Education in Science and Technology. 45(7):1053-1067 (2014)journal articl

Proof problems with diagrams: An opportunity for experiencing proofs and refutations

It has become gradually accepted that proof and proving are essential at all grades of mathematical learning. Among the various aspects of proof and proving, this study addresses proofs and refutations described by Lakatos, in particular a part of increasing content by deductive guessing, to introduce an authentic process into mathematics classrooms. This paper analyzes proof problems with diagrams as an appropriate task for this mathematical action, and illustrates, with a sequence of three lessons in the eighth grade, that a certain type of such problems can provide students with an opportunity to engage in this action.ArticleFor the Learning of Mathematics. 34(1):36-42 (2014)journal articl

Rethinking the discovery function of proof within the context of proofs and refutations

Proof and proving are important components of school mathematics and have multiple functions in mathematical practice. Among these functions of proof, this paper focuses on the discovery function that refers to invention of a new statement or conjecture by reflecting on or utilizing a constructed proof. Based on two cases in which eighth and ninth graders engaged in proofs and refutations, we demonstrate that facing a counterexample of a primitive statement can become a starting point of students’ activity for discovery, and that a proof of the primitive statement can function as a useful tool for inventing a new conjecture that holds for the counterexample. An implication for developing tasks by which students can experience this discovery function is mentioned.ArticleInternational Journal of Mathematical Education in Science and Technology. 45(7):1053-1067 (2014)journal articl