thesis2.lot

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\contentsline {table}{\numberline {1.3.1}{\ignorespaces Distinct Ways of Experiencing Learning, from Marton and Booth\nobreakspace {}\cite {marton1997learning}.\relax }}{8}
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\contentsline {table}{\numberline {3.2.1}{\ignorespaces Parts of the Study\relax }}{34}
\contentsline {table}{\numberline {3.5.1}{\ignorespaces Phenomenographic Analysis of Reasons for Teaching Proof}}{42}
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\contentsline {table}{\numberline {4.1.1}{\ignorespaces Categories for Student Conceptualizations of What Proof Is\relax }}{58}
\contentsline {table}{\numberline {4.1.2}{\ignorespaces Illustrative Quotations for Student Conceptualizations of What Proof Is\relax }}{59}
\contentsline {table}{\numberline {4.1.3}{\ignorespaces Relationships for Student Conceptualizations of What Proof Is\relax }}{61}
\contentsline {table}{\numberline {4.1.4}{\ignorespaces Critical Factors for What Proof Is\relax }}{62}
\contentsline {table}{\numberline {4.2.1}{\ignorespaces Categories for Student Conceptualizations of How to Understand Proofs\relax }}{68}
\contentsline {table}{\numberline {4.2.2}{\ignorespaces Illustrative Quotations for How Students Approach Comprehending Proof}}{72}
\contentsline {table}{\numberline {4.2.3}{\ignorespaces Relationships for Student Conceptualizations of How to Understand Proofs\relax }}{79}
\contentsline {table}{\numberline {4.2.4}{\ignorespaces Critical Factors for How Do Students Approach Comprehending Proof?\relax }}{79}
\contentsline {table}{\numberline {4.3.1}{\ignorespaces Categories for Student Conceptualizations of Reasons for Teaching Proof\relax }}{82}
\contentsline {table}{\numberline {4.3.2}{\ignorespaces Grouped Categories for Student Conceptualizations of Reasons for Teaching Proof\relax }}{83}
\contentsline {table}{\numberline {4.3.3}{\ignorespaces Illustrative Quotations for What Students Think Proof is For\relax }}{86}
\contentsline {table}{\numberline {4.3.4}{\ignorespaces Relationships for Student Conceptualizations of Reasons for Teaching Proof\relax }}{87}
\contentsline {table}{\numberline {4.3.5}{\ignorespaces Critical Factors for What do Students Think Proof is For?\relax }}{87}
\contentsline {table}{\numberline {4.4.1}{\ignorespaces Categories for How Students Attempt to Apply Proofs (When Assigned)\relax }}{88}
\contentsline {table}{\numberline {4.4.2}{\ignorespaces Illustrative Quotations for How Students Attempt to Apply Proofs (When Assigned)\relax }}{89}
\contentsline {table}{\numberline {4.4.3}{\ignorespaces Relations for How Students Attempt to Apply Proofs (When Assigned)\relax }}{89}
\contentsline {table}{\numberline {4.4.4}{\ignorespaces Critical Factors for How Students Attempt to Apply Proofs (When Assigned)\relax }}{90}
\contentsline {table}{\numberline {4.5.1}{\ignorespaces Illustrative Quotations for How Students Attempt to Apply Proofs (When Not Assigned)\relax }}{91}
\contentsline {table}{\numberline {4.6.1}{\ignorespaces Illustrative Quotations for Whether Students Exhibit Consequences of Inability With Proof (such as avoiding recursion)\relax }}{93}
\contentsline {table}{\numberline {4.7.1}{\ignorespaces Illustrative Quotations for Student Familiarity with Specific Proof Techniques\relax }}{95}
\contentsline {table}{\numberline {4.8.1}{\ignorespaces Categories for Student Conceptualizations of What Structural Elements are Found in Proofs\relax }}{97}
\contentsline {table}{\numberline {4.8.2}{\ignorespaces Illustrative Quotations for How Students Use Structure in Proof\relax }}{98}
\contentsline {table}{\numberline {4.8.3}{\ignorespaces Relationships for Student Conceptualizations of What Structural Elements Students Find in Proof\relax }}{100}
\contentsline {table}{\numberline {4.8.4}{\ignorespaces Critical Factors for What structure do students notice in proofs?\relax }}{101}
\contentsline {table}{\numberline {4.9.1}{\ignorespaces Categories from What Students Think Makes a Proof Valid\relax }}{102}
\contentsline {table}{\numberline {4.9.2}{\ignorespaces Illustrative Quotations for What Students Think Makes a Proof Valid\relax }}{103}
\contentsline {table}{\numberline {4.9.3}{\ignorespaces Relationships from What Students Think Makes a Proof Valid\relax }}{104}
\contentsline {table}{\numberline {4.9.4}{\ignorespaces Critical Factors from What Students Think Makes a Proof Valid\relax }}{105}
\contentsline {table}{\numberline {4.10.1}{\ignorespaces Categories for Combined Data\relax }}{107}
\contentsline {table}{\numberline {4.10.2}{\ignorespaces Illustrative Quotations for Combined Data\relax }}{109}
\contentsline {table}{\numberline {4.10.3}{\ignorespaces Relationships for Combined Data\relax }}{113}
\contentsline {table}{\numberline {4.10.4}{\ignorespaces Critical Factors from Combined Data\relax }}{114}
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