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This is my personal perspective on, and review of, the mathematics education research literature on proof at the undergraduate level from the early days of the late1980s to the present. Much of the initial research was on what students could not do in proving. Later in the early 2000s, the research broadened to include proof validation, proof comprehension, affect during proving, and the teaching of proof. From approximately 2010 onward, research expanded further to include such topics as mathematicians’ grading of proofs, the IBL teaching of proving, expert versus novice reading of proofs, the use of examples in proving, the genre of proof, and attempts to help university students learn how to read and write proofs. Lastly, there is a brief speculation on future directions.

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My Take: Proof Research at the Undergraduate Level: How it Has Evolved

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  • 发表日期：

    2025年

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  • Annie Selden

摘要

This is my personal perspective on, and review of, the mathematics education research literature on proof at the undergraduate level from the early days of the late1980s to the present. Much of the initial research was on what students could not do in proving. Later in the early 2000s, the research broadened to include proof validation, proof comprehension, affect during proving, and the teaching of proof. From approximately 2010 onward, research expanded further to include such topics as mathematicians’ grading of proofs, the IBL teaching of proving, expert versus novice reading of proofs, the use of examples in proving, the genre of proof, and attempts to help university students learn how to read and write proofs. Lastly, there is a brief speculation on future directions.