id: 06184980
dt: j
an: 2013d.00355
au: Griffiths, Martin
ti: Student-led precursors to formal proofs.
so: Math. Sch. (Leicester) 41, No. 3, 2-3 (2012).
py: 2012
pu: Mathematical Association (MA), Leicester
la: EN
cc: E50 F30 F60
ut: proving; justifying; mathematical explorations; discovery learning;
open-ended problems; number theory; divisibility; integers;
manipulation of expressions; factorization; polynomials; modular
arithmetic methods; proofs
ci:
li:
ab: A personal narrative is presented which explores the authorâ€™s experience
of teaching a mathematics master-class for year 10 students. From the
introduction: In this article we look at just one of the problems
tackled by the students that day, and highlight the variety of informal
proofs that it led to. In relating this interesting experience of
mathematics teaching and learning, the author hopes that readers might
be encouraged to use some of these ideas with their own classes. The
problem was as follows: If $n$ is an integer, then what can you say
about $\frac{n^3}{6}+\frac{3n^2}{2}+\frac{13n}{3}+4$?
rv: