TY - JOUR

T1 - Characterizing introduction to proof courses

T2 - a survey of U.S. R1 and R2 course syllabi

AU - David, Erika J.

AU - Zazkis, Dov

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Many tertiary institutions with mathematics programmes offer introduction to proof courses to ease mathematics students’ transition from primarily calculation-based courses like Calculus and differential equations to proof-centred courses like real analysis and number theory. However, unlike most tertiary mathematics courses, whose mathematical content is directly implied by their course titles, introduction to proof courses may vary substantively in terms of the mathematics content discussed. In this study, we document the variation in content of introduction to proof courses by examining recent syllabi and other relevant course documents from introduction to proof courses at 176 R1/R2 universities across the United States. Since there is a growing number of mathematics education studies on undergraduate introductory proof and proving emerging from the U.S., this broad sample of what content these introductory proof courses cover is illuminating for both U.S. proof researchers, who are likely unaware of what cross institution variation exists, as well as international proof researchers aiming to better contextualize the student populations studied in U.S. proof education research.

AB - Many tertiary institutions with mathematics programmes offer introduction to proof courses to ease mathematics students’ transition from primarily calculation-based courses like Calculus and differential equations to proof-centred courses like real analysis and number theory. However, unlike most tertiary mathematics courses, whose mathematical content is directly implied by their course titles, introduction to proof courses may vary substantively in terms of the mathematics content discussed. In this study, we document the variation in content of introduction to proof courses by examining recent syllabi and other relevant course documents from introduction to proof courses at 176 R1/R2 universities across the United States. Since there is a growing number of mathematics education studies on undergraduate introductory proof and proving emerging from the U.S., this broad sample of what content these introductory proof courses cover is illuminating for both U.S. proof researchers, who are likely unaware of what cross institution variation exists, as well as international proof researchers aiming to better contextualize the student populations studied in U.S. proof education research.

KW - course content

KW - Introduction to proof

KW - syllabi

KW - undergraduate mathematics

UR - http://www.scopus.com/inward/record.url?scp=85062346926&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85062346926&partnerID=8YFLogxK

U2 - 10.1080/0020739X.2019.1574362

DO - 10.1080/0020739X.2019.1574362

M3 - Article

AN - SCOPUS:85062346926

JO - International Journal of Mathematical Education in Science and Technology

JF - International Journal of Mathematical Education in Science and Technology

SN - 0020-739X

ER -