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
N1 - Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
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 - Introduction to proof
KW - course content
KW - syllabi
KW - undergraduate mathematics
UR - http://www.scopus.com/inward/record.url?scp=85062346926&partnerID=8YFLogxK
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U2 - 10.1080/0020739X.2019.1574362
DO - 10.1080/0020739X.2019.1574362
M3 - Article
AN - SCOPUS:85062346926
SN - 0020-739X
JO - International Journal of Mathematical Education in Science and Technology
JF - International Journal of Mathematical Education in Science and Technology
ER -