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Direct linkPinto, Alon; Karsenty, Ronnie – For the Learning of Mathematics, 2020
While proof is often presented to mathematics undergraduates as a well-defined mathematical object, the proofs students encounter in different pedagogical contexts may bear salient differences. In this paper we draw on the work of Dawkins and Weber (2017) to explore variations in norms and values underlying a proof across different pedagogical…
Descriptors: Validity, Mathematical Logic, Undergraduate Study, College Mathematics
