### Abstract

A common genre of task in proof-centered mathematics courses involves prompting students to evaluate the veracity of a mathematical claim by either proving the claim, or providing a proof that the claim is false (disproving the claim). The way in which students interact with these prove-or-disprove tasks is not well understood. We examine students’ at-home work as a way of learning about their processes of generating disproofs of claims. In particular, we study the interactions between example/counterexample generation activities, attempts to prove the (false) claim, and attempts to prove related results.

Original language | English (US) |
---|---|

Journal | Journal of Mathematical Behavior |

DOIs | |

State | Accepted/In press - Jan 1 2018 |

### Fingerprint

### Keywords

- At-home proving
- Counterexample
- Example space
- Prove-or-disprove
- Undergraduate

### ASJC Scopus subject areas

- Education
- Applied Psychology
- Applied Mathematics

### Cite this

**Undergraduate mathematics students’ at-home exploration of a prove-or-disprove task.** / Lew, Kristen; Zazkis, Dov.

Research output: Contribution to journal › Article

}

TY - JOUR

T1 - Undergraduate mathematics students’ at-home exploration of a prove-or-disprove task

AU - Lew, Kristen

AU - Zazkis, Dov

PY - 2018/1/1

Y1 - 2018/1/1

N2 - A common genre of task in proof-centered mathematics courses involves prompting students to evaluate the veracity of a mathematical claim by either proving the claim, or providing a proof that the claim is false (disproving the claim). The way in which students interact with these prove-or-disprove tasks is not well understood. We examine students’ at-home work as a way of learning about their processes of generating disproofs of claims. In particular, we study the interactions between example/counterexample generation activities, attempts to prove the (false) claim, and attempts to prove related results.

AB - A common genre of task in proof-centered mathematics courses involves prompting students to evaluate the veracity of a mathematical claim by either proving the claim, or providing a proof that the claim is false (disproving the claim). The way in which students interact with these prove-or-disprove tasks is not well understood. We examine students’ at-home work as a way of learning about their processes of generating disproofs of claims. In particular, we study the interactions between example/counterexample generation activities, attempts to prove the (false) claim, and attempts to prove related results.

KW - At-home proving

KW - Counterexample

KW - Example space

KW - Prove-or-disprove

KW - Undergraduate

UR - http://www.scopus.com/inward/record.url?scp=85054438522&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85054438522&partnerID=8YFLogxK

U2 - 10.1016/j.jmathb.2018.09.003

DO - 10.1016/j.jmathb.2018.09.003

M3 - Article

AN - SCOPUS:85054438522

JO - Journal of Mathematical Behavior

JF - Journal of Mathematical Behavior

SN - 0732-3123

ER -