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ERIC Number: EJ1025055
Record Type: Journal
Publication Date: 2014
Pages: 23
Abstractor: As Provided
Reference Count: 131
ISBN: N/A
ISSN: ISSN-0046-1520
How Mathematicians Obtain Conviction: Implications for Mathematics Instruction and Research on Epistemic Cognition
Weber, Keith; Inglis, Matthew; Mejia-Ramos, Juan Pablo
Educational Psychologist, v49 n1 p36-58 2014
The received view of mathematical practice is that mathematicians gain certainty in mathematical assertions by deductive evidence rather than empirical or authoritarian evidence. This assumption has influenced mathematics instruction where students are expected to justify assertions with deductive arguments rather than by checking the assertion with specific examples or appealing to authorities. In this article, we argue that the received view about mathematical practice is too simplistic; some mathematicians sometimes gain high levels of conviction with empirical or authoritarian evidence and sometimes do not gain full conviction from the proofs that they read. We discuss what implications this might have, both for mathematics instruction and theories of epistemic cognition.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A