id: 05878683
dt: j
an: 2011c.00308
au: Martinez, Mara V.; Brizuela, Barbara M.; Superfine, Alison Castro
ti: Integrating algebra and proof in high school mathematics: an exploratory
study.
so: J. Math. Behav. 30, No. 1, 30-47 (2011).
py: 2011
pu: Elsevier, New York, NY
la: EN
cc: D33 D34 E53 E53
ut: proving; curriculum development; high school students; algebra; secondary
school curriculum; validity; secondary school mathematics; teaching
methods
ci:
li: doi:10.1016/j.jmathb.2010.11.002
ab: Summary: Frequently, in the US studentsâ€™ work with proofs is largely
concentrated to the domain of high school geometry, thus providing
students with 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 in mathematics, there is a lack of studies
addressing how to integrate proof into other mathematical domains. In
this paper, 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, based on conjectures they themselves generated.
(Contains 13 figures and 1 table.) (ERIC)
rv: