id: 06034568
dt: j
an: 2012c.00320
au: Martinez, Mara V.; Castro Superfine, Alison
ti: Integrating algebra and proof in high school: studentsâ€™ work with
multiple variables and a single parameter in a proof context.
so: D33 E53
py: 2012
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: D33 E53
ut: high school students; elementary algebra; secondary school curriculum;
secondary school mathematics; validity; mathematical logic; teaching
methods; grade 9; grade 10
ci:
li: doi:10.1080/10986065.2012.657956
ab: Summary: In the United States, researchers argue that proof is largely
concentrated in the domain of high school geometry, thus providing
students a distorted image of what proof entails, which is at odds with
the central role that proof plays in mathematics. Despite the
centrality of proof, there is a lack of studies addressing how to
integrate proof into other mathematical domains. In this article, we
discuss a teaching experiment designed to integrate algebra and proof
in the high school curriculum. Algebraic proof was envisioned as the
vehicle that would provide high school students the opportunity to
learn not only about proof in a context other than geometry but also
about aspects of algebra. Results from the experiment indicate that
students meaningfully learned about aspects of both algebra and proof
in that they produced algebraic proofs involving multiple variables and
a single parameter, based on conjectures they themselves generated.
rv: