Primary Students' Understanding of Proof

Abstract

The notion of proof is arguably a fundamental concept in mathematics. Mathematicscurricula expect students to develop understanding of proof through explaining andjustifying their mathematical responses, and communicating these responses in coherentways. This study reports the findings from a sample of students in Years 5 and 6 in twoschools to a question that asked them to prove a mathematical statement of equality. Surveyresults from 56 students, and twelve follow-up interviews, were analysed using the SOLOmodel. Implications from the findings that most students could not use a zero statement tojustify their responses, and that answers appeared to be related to language-based factorswill be discussed.