Abstract
This chapter describes high school students’ mathematical argumentation and proof competencies. These competencies are regarded from a broad perspective and encompass achievement as well as interest, motivation, and emotions related to mathematics. Giving coherent mathematical argumentations and formulating valid proofs are complex tasks for students at all grade levels. These tasks require cognitive as well as non-cognitive prerequisites on the side of the students and, in particular, they presuppose an adequate support in the mathematics classroom. At all grade levels, students should explore mathematical structures and relationships, for example by reasoning inductively from patterns and specific cases. Moreover, competency is influenced by the social environment of the individual. Recent research has significantly added to the understanding of students’ performance. Several studies on mathematics achievement and specific studies on students’ proof competencies reveal that proving is a complex and particularly demanding mathematical activity.
| Original language | English |
|---|---|
| Title of host publication | Teaching and Learning Proof Across the Grades |
| Subtitle of host publication | A K-16 Perspective |
| Publisher | Taylor and Francis |
| Pages | 191-203 |
| Number of pages | 13 |
| ISBN (Electronic) | 9781135856755 |
| ISBN (Print) | 9780415989848 |
| DOIs | |
| State | Published - 1 Jan 2010 |
| Externally published | Yes |