id: 06087479
dt: j
an: 2012e.00513
au: Chinnappan, Mohan; Ekanayake, Madduma B.; Brown, Christine
ti: Knowledge use in the construction of geometry proof by Sri Lankan students.
so: Int. J. Sci. Math. Educ. 10, No. 4, 865-887 (2012).
py: 2012
pu: Springer Netherlands, Dordrecht
la: EN
cc: E54 G44
ut: domain-specific and general knowledge; geometry proof development;
mathematical schemas; mathematics cognition and instruction;
mathematics teacher education
ci:
li: doi:10.1007/s10763-011-9298-8
ab: Summary: Within the domain of geometry, proof and proof development
continues to be a problematic area for students. {\it M. T. Battista}
[in F. Lester (ed.), Second handbook of research on mathematics
teaching and learning 2. Charlotte: Information Age Publishing.
843â€”908 (2007)] suggested that the investigation of knowledge
components that students bring to understanding and constructing
geometry proofs could provide important insights into the above issue.
This issue also features prominently in the deliberations of the 2009
International Commission on Mathematics Instruction Study on the
learning and teaching of proofs in mathematics, in general, and
geometry, in particular. In the study reported here, we consider
knowledge use by a cohort of 166 Sri Lankan students during the
construction of geometry proofs. Three knowledge components were
hypothesised to influence the studentsâ€™ attempts at proof
development: geometry content knowledge, general problem-solving skills
and geometry reasoning skills. Regression analyses supported our
conjecture that all 3 knowledge components played important functions
in developing proofs. We suggest that whilst students have to acquire a
robust body of geometric content knowledge, the activation and the
utilisation of this knowledge during the construction of proof need to
be guided by general problem-solving and reasoning skills.
rv: