Date of Award
2007
Degree Type
Thesis
Degree Name
Master of Education
Program
Education
Supervisor
Dr. Michael Fox
Abstract
This thesis examines the role of proof in mathematics with a particular focus on Grades 7 and 8 students. The study seeks to define mathematical proof, determine whether proof has a rightful place in the Ontario middle school curriculum, and discuss emergent images of proof particular to adolescent learners. Three primary documents were analyzed: NCTM’s Principles and Standards for School Mathematics (2000), the Ontario Curriculum, Grades 1-8: Mathematics (2000), and the Nelson Mathematics textbooks for middle school students (2005, 2006). Three mathematicians and three mathematics educators were interviewed to garner contemporary and complementary perspectives of proof and its role in education from elementary to post-secondary study. The study attempts to elucidate the delicate balance between proof’s rigorous or technical aspects and its more beautiful or aesthetic properties. Other issues are raised relating to proof’s educational scope and sequence (e.g., proof as “justification” in the primary grades), the influences of teachers and other role models, and the importance of recreational mathematics. Throughout the study, it is evident that proof is one of many things that mathematicians do that is unique to their field. Proof for middle school students, as younger members of the mathematics community, is wholly endorsed by the interview participants. The documents under scrutiny appear to offer similar support but in a way that generally lacks specificity, detail, and depth.
Recommended Citation
Dlouhy, Michael K., "EXPLORING THE ROLE OF PROOF IN THE ONTARIO MIDDLE SCHOOL MATHEMATICS CURRICULUM" (2007). Digitized Theses. 5112.
https://ir.lib.uwo.ca/digitizedtheses/5112