A changing trajectory of proof learning in the geometry inquiry classroom

The purpose of this study is to explore how students changes through learning to construct mathematical proofs in an inquiry-based middle school geometry class in Korea. Although proof has long been considered as one of the most important aspects of mathematics education, it is well-known that it is one of the most difficult areas of school mathematics for students. The geometry inquiry classroom (GIC) is an experimental class designed to teach geometry, especially focusing on teaching proof, based on students’ own inquiry. Based on a 2-year participant observation in the GIC, this study was conducted to address the following research question: how has students’ practice of mathematical proof been changed through their participation in the GIC? The in-depth analysis of the classroom discourse identified three stages through which the students’ practice of mathematical proof was transformed in the GIC: ‘emergent understanding of proof’, ‘proof learning as a goal-oriented activity’, ‘experiencing proof as the practice of mathematics’. The study found that as learning evolved through these stages, so the mathematics teacher’s role shifted from being an instructor to a mediator of communication. Most importantly, this research showed that the GIC has created a learning environment where students develop their competence in constructing meaningful mathematical proof and grow to be ‘a human who proves’, ultimately ‘a person who playfully engages with mathematics’.     

Learning to prove: The idea of heuristic examples

Proof is an important topic in the area of mathematics curriculum and an essential aspect of mathematical competence. However, recent studies have revealed wide gaps in student's understanding of proof. Furthermore, effective teaching to prove, for example, by Schoenfeld's approach, is a real challenge for teachers. A very powerful and empirically well founded method of learning mathematics, which is also relatively easy to implement in the classroom, is learning through worked-out examples. It is, however, primarily suited for algorithmic content areas. We propose the concept of using heuristic worked-out examples, which do not provide an algorithmic problem solution but offer instead heuristic steps that lead towards finding a proof. We rely on Boero's model of proving in designing the single sub-steps of a heuristic example. We illustrate our instructional idea by presenting an heuristic example for proving that the interior angles in any triangle add up to 180°.     

Qualities of examples in learning and teaching

In this paper, we theorise about the different kinds of relationship between examples and the classes of mathematical objects that they exemplify as they arise in mathematical activity and teaching. We ground our theorising in direct experience of creating a polynomial that fits certain constraints to develop our understanding of engagement with examples. We then relate insights about exemplification arising from this experience to a sequence of lessons. Through these cases, we indicate the variety of fluent uses of examples made by mathematicians and experienced teachers. Following Thompson’s concept of “didactic object” (Symbolizing, modeling, and tool use in mathematics education. Kluwer, Dordrecht, The Netherlands, pp 191–212, 2002), we talk about “didacticising” an example and observe that the nature of students’ engagement is important, as well as the teacher’s intentions and actions (Thompson avoids using a verb with the root “didact”. We use the verb “didacticise” but without implying any connection to particular theoretical approaches which use the same verb.). The qualities of examples depend as much on human agency, such as pedagogical intent or mathematical curiosity or what is noticed, as on their mathematical relation to generalities.     

Body‐based activities in secondary geometry: An analysis of learning and viewpoint

Body‐based activities have the potential to support mathematics learning, but we know little about the impact they have in the classroom. This study compares high school geometry students learning through either body‐based or analogous non‐body‐based activities over the course of a two‐week unit on similarity. Pre‐ and post‐tests revealed that while students in both conditions showed gains in content area comprehension over the course of the study, the body‐based condition showed significantly greater gains. Further, there were differences in the language students used to describe the learning activities at the end of the unit that may have contributed to the differences in learning gains. The students in the body‐based condition included more mathematical and nonmathematical details in their recollections. Additionally, students in the body‐based condition were more likely to recall their experiences from a first‐person perspective, while students in the control condition were more likely to use a third‐person perspective.     

On examples in mathematical thinking and learning

The importance of examples and exemplification in mathematical thinking, learning and teaching, is well recognized by mathematicians, epistemologists and mathematics educators. In the collection of papers on these topics presented in this issue, we aim to contribute to the debate on this theme, proposing original studies carried out from different approaches and perspectives, and linked to other relevant topics within mathematics education.     

The standard proof,the elegant proof,and the proof without words of tasks in geometry,and their dynamic investigation

Solution of problems in mathematics, and in particular in the field of Euclidean geometry is in many senses a form of artisanship that can be developed so that in certain cases brief and unexpected solutions may be obtained, which would bring out aesthetically pleasing mathematical traits. We present four geometric tasks for which different proofs are given under the headings: standard proof, elegant proof, and the proof without words. The solutions were obtained through a combination of mathematical tools and by dynamic investigation of the geometrical properties.     

Design of a logo environment for elementary geometry

One rationale for Logo programming is that students will learn geometry for utilizing concepts that aid them in understanding and directing the Logo turtle's movements. Research on this claim has yielded mixed results; however, an analysis of these research findings provides significant guidance in the teaching and learning of geometry with Logo. This article (a) reviews the body of research that led to the design of a new Logo environments tailored for elementary students' learning of geometry; (b) describes this environment, Geo-Logo, and its connections to this research corpus; and (c) presents empirical data from the first field test of the environment, which generally support the efficacy of the design.     

Exploring the lunes of Hippocrates in a dynamic geometry environment

These classroom notes offer methods of solving the quadrature of lunes, that is, the area of croissant-shaped plane figures bounded by two intersecting non-congruent circular arcs, using Hippocrates of Chios’ area conservation and similarity arguments. I also offer a method of using history in the classroom with students via dynamic geometry snapshots presented in a manner that complements the analytic and the visual approaches.     

A fixed point formula of Lefschetz type in Arakelov geometry I: statement and proof

We consider arithmetic varieties endowed with an action of the group scheme of n-th roots of unity and we define equivariant arithmetic K ₀-theory for these varieties. We use the equivariant analytic torsion to define direct image maps in this context and we prove a Riemann-Roch theorem for the natural transformation of equivariant arithmetic K ₀-theory induced by the restriction to the fixed point scheme; this theorem can be viewed as an analog, in the context of Arakelov geometry, of the regular case of the theorem proved by P. Baum, W. Fulton and G. Quart in [BaFQ]. We show that it implies an equivariant refinement of the arithmetic Riemann-Roch theorem, in a form conjectured by J.-M. Bismut (cf. [B2, Par. (l), p. 353] and also Ch. Soulé’s question in [SABK, 1.5, p. 162]). Oblatum 22-I-1999 & 20-II-2001?Published online: 4 May 2001     

An explanatory,transformation geometry proof of a classic treasure-hunt problem and its generalization

This paper discusses an interesting, classic problem that provides a nice classroom investigation for dynamic geometry, and which can easily be explained (proved) with transformation geometry. The deductive explanation (proof) provides insight into why it is true, leading to an immediate generalization, thus illustrating the discovery function of logical reasoning (proof).     

Measuring striving for understanding and learning value of geometry: a validity study

The current study aimed to construct a questionnaire that measures students’ personality traits related to striving for understanding and learning value of geometry and then examine its psychometric properties. Through the use of multiple methods on two independent samples of 402 and 521 middle school students, two studies were performed to address this issue to provide support for its validity. In Study 1, exploratory factor analysis indicated the two-factor model. In Study 2, confirmatory factor analysis indicated the better fit of two-factor model compared to one or three-factor model. Convergent and discriminant validity evidence provided insight into the distinctiveness of the two factors. Subgroup validity evidence revealed gender differences for striving for understanding geometry trait favouring girls and grade level differences for learning value of geometry trait favouring the sixth- and seventh-grade students. Predictive validity evidence demonstrated that the striving for understanding geometry trait but not learning value of geometry trait was significantly correlated with prior mathematics achievement. In both studies, each factor and the entire questionnaire showed satisfactory reliability. In conclusion, the questionnaire was psychometrically sound.     

Application of a computer to the proof of a conjecture of Minkowski in the geometry of numbers

A computer-assisted proof is given of Minkowski's conjecture on the critical determinant of the region x^p+y^p<1 in the cases 1.03p 1.9745, p2.40, p2.577.Translated from Zapiski Nauchnykh Seminarov Leningradskogo Otdeleniya Matematicheskogo Instituta im. V. A. Steklova AN SSSR, Vol. 71, pp. 163–180, 1977.     

Revival of a classical topic in differential geometry: the exploration of envelopes in a computerized environment

Learning mathematics in a technology-rich environment enables us to revive classical topics which have been removed from the curriculum a long time ago. Both theoretical issues and applications can be studied with an experimental process. We present how envelopes of 1-parameter families of plane curves and some of their applications can be presented early in the curriculum either for pre-service teachers or for in-service teachers. This approach may be useful for students in an engineering curriculum. Working with technology yields important effects, such as reviving classical topics, broadening perspectives on already known topics, and enhancing the learner's experimental skills, where conversion between various registers of representation is an important issue.     

Single machine scheduling with sum-of-logarithm-processing-times based and position based learning effects

In this paper we consider the single machine scheduling problems with sum-of-logarithm-processing-times based and position based learning effects, i.e., the actual job processing time of a job is a function of the sum of the logarithms of the processing times of the jobs already processed and its position in a sequence. The logarithm function is used to model the phenomenon that learning as a human activity is subject to the law of diminishing return. We show that even with the introduction of the proposed model to job processing times, several single machine problems remain polynomially solvable.