1994/02/01 by Robert Coe, Kenneth Ruthven · 4 citations
Mathematics · Social Sciences · #Cognitive and developmental aspects of mathematical skills #History and Theory of Mathematics #Mathematics Education and Teaching Techniques
paper · doi:10.1080/0141192940200105
openalex publication_date 1994/02/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/26
Abstract Proof has traditionally been seen as an important aspect of the advanced mathematics curriculum. The study reported here examines the proof practices and constructs of a group of students educated within a ‘post‐Cockcroft’ mathematics curriculum. It finds that although, in the spirit of the reformed curriculum, students are actively involved in developing mathematical ideas, this is within a restricted mode in which ideas of enquiry have become largely instrumentalised. In particular, validation is primarily and predominantly empirical, and there is little concern for illumination and systematisation.