I propose here ideas teachers need to know and pay attention to when teaching mathematical proofs and how to prove. A. What is a (mathematical) proof? I define proof as a relational network of claims (propositions and conclusions), substantiation (established knowledge that makes the claim legitimate) and appropriate connectives so sequenced to justify why the conclusion is a…

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The following problem (or proving activity, if you like to call it that) is a typical textbook geometry problem. It is tough and guaranteed to scare the wits out of any Year 9 student. When I used the given condition to construct the figure using GeoGebra, the only thing I can move is A or…

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Engineers, mathematicians, and mathematics teachers all deal with mathematics but it is only the math teacher who talks about math to non-mathspeakers and initiate them to ‘mathspeak’. To do this, the math teachers should be able to ‘unpack’ for the students the mathematics that mathematicians for years have been so busy ‘packing’ (generalising and abstracting)…

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