Abstract by Chelsey Van de Merwe
Chelsey Van de Merwe
Student Experience in an Introduction to Proof Course
University undergraduates struggle to write mathematical proofs. In response to this struggle many mathematics departments have created courses to introduce students to proofs and help them make the transition from computation to proof. The focus of these introduction to proof (ITP) courses is to teach mathematical proof. While mathematical content is necessarily used in these courses, the content used varies between courses (David & Zazkis, 2017). The classes focus on proof structures, notation, and other skills necessary to produce valid arguments. This ethnographic study provides insights into student experiences in an ITP course. The study will examine how the content used in the ITP course relates to the previous mathematical knowledge of the student.