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Guided by constructivism, which posits that students assimilate new knowledge into what has made sense to them previously, we researched student conceptualizations of proof.
We used the qualitative research methods of thematic
analysis and phenomenography to learn and categorize student conceptualizations
of proof, and of mathematization more generally. Our published
work exhibited an explanatory connection between publications of others in
the mathematics education community and the computer science education
community. We used these phenomenographic categories to intuit ideas whose
emphasis might be helpful for students’ development of deeper understanding
of proof.
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