Students’ knowledge about proof and handling proof

Abstract

Research has highlighted that students’ have problems regarding mathematical proof. In part, these have been connected to deficits in their knowledge about proof and handling proof. However, empirical data on students’ knowledge about proof and handling proof throughout secondary education is so far missing. Further, it is unclear if there is a connection between concept- and action-oriented knowledge about proof and handling proof. To address these gaps, an empirical study was conducted, investigating the knowledge about proof and handling proof concerning proof principles of N = 456 students in grade 8 to 11. Results indicate that (i) only concept-oriented knowledge significantly increases throughout secondary education and (ii) there is only little relation between concept- and action-oriented knowledge.