The Proof Project
Invigorating the early undergraduate mathematics experience: Understanding linkages between social and cognitive aspects of students' transition to mathematical proof
Despina Stylianou (firstname.lastname@example.org) and Maria Blanton (TERC), co-PIs
The Proof Project investigates the development of students' understanding of proof during the undergraduate experience. Proof, arguably, lies at the heart of mathematics; it pervades all mathematical work and sets mathematics apart from all other sciences. As such, it is necessary for all students to develop both the understanding of concepts related to proof and the skills to read and write proofs. The Proof Project aims to examine the ways in which undergraduate students acquire and develop their understandings of the concept of proof and to provide suggestions for the types of curricular and pedagogical innovations that can make the mathematics of proof accessible to all students.
Funding: National Science Foundation, ROLE and RUI
- Stylianou, D., Blanton, M, & Knuth, E. Teaching and learning proof across the grades. Routledge - Taylor Francis and National Council of Teachers of Mathematics. 2009.
- Stylianou, D. & Blanton, M. (to appear - 2012). Undergraduate students' proof conceptions: relationships between understanding, beliefs, and classroom experiences with learning proof. Collegiate Mathematics Education Research Journal.
- Stylianou, D. & Blanton, M. (2011). Developing students' capacity for proving – focus on classroom discourse. Mathematics Teacher, 105 (2), 140-145.
- Blanton, M. & Stylianou, D. (2009). Behind the Veil of Academic Freedom: Challenges in Building a Mathematics Faculty Community of Practice. Journal of Innovative Higher Education, 34 (2).