Abstract
This paper presents the findings from a survey used to investigate how mathematicians perceive the genre of mathematical proof writing at the undergraduate level. Mathematicians were asked whether various proof excerpts highlighted in four partial proofs were unconventional in each one of three pedagogical contexts: undergraduate mathematics textbooks, what instructors write on the blackboard in undergraduate mathematics courses, and how students write mathematics in these courses. There are four main findings. First, there are some potential breaches of mathematical language that participants found unconventional regardless of the context in which they occur. Second, there are some differences in how mathematicians perceived the linguistic conventions in blackboard proofs and student-produced proofs. Third, textbook authors are expected to adhere to stricter writing norms than mathematics instructors and undergraduate students when writing proofs. Fourth, there were some potential breaches of mathematical language that the literature suggests were unconventional, which were not evaluated as unconventional by the mathematicians. We argue that this diversity of expectations regarding the language of mathematical proof writing in undergraduate classrooms, together with the potential disconnect between those expectations and the types of proofs that students see presented in those classrooms, could make it difficult for students to become proficient in this important mathematical discourse.
Similar content being viewed by others
Notes
As ranked by the USNews.com “Best Graduate Schools” list of “top mathematics programs”.
References
Alcock, L. (2013). How to study as a mathematics major. Oxford University Press.
AMS. (1962). Manual for authors of mathematical papers. Bulletin of the American Mathematical Society, 68(5), 429–444.
Bartholomae, D. (1985). Inventing the university. In M. Rose (Ed.), When a writer can’t write: Studies in writer’s block and other composing-process problems (pp. 134–165). New York, NY: Guilford.
Becher, T. (1987). Disciplinary discourse. Studies in Higher Education, 12(3), 261–274.
Berkenkotter, C., Huckin, T. N., & Ackerman, J. (1988). Conventions, conversations, and the writer- case study of a student in a rhetoric Ph. D. program. Research in the Teaching of English, 22(1), 9–44.
Bizzell, P. (1982). College composition: Initiation into the academic discourse community. Curriculum Inquiry, 12(2), 191–207.
Bondi, M. (1999). English across genres: Language variation in the discourse of economics. Modena, Italy: Edizioni Il Fiorino.
Borel, A. (1983). Mathematics: Art and science. The Mathematical Intelligencer, 5(4), 9–17.
Burton, L., & Morgan, C. (2000). Mathematicians writing. Journal for Research in Mathematics Education, 31(4), 429–453.
Conradie, J., & Frith, J. (2000). Comprehension tests in mathematics. Educational Studies in Mathematics, 42(3), 225–235.
Downs, M., & Mamona-Downs, J. (2005). The proof language as a regulator of rigor in proof, and its effect on student behavior. In Proceedings of CERME (Vol. 4, pp. 1748–1757).
Gillman, L. (1987). Writing mathematics well: A manual for authors. Washington, DC: Mathematical Association of America.
Halliday, M. A. K. (1978). Language as social semiotic. London, UK: Edward Arnold.
Halmos, P. R. (1970). How to write mathematics. L'Enseignement Mathématique, 16(2), 123–152.
Herbst, P., & Chazan, D. (2003). Exploring the practical rationality of mathematics teaching through conversations about videotaped episodes: The case of engaging students in proving. For the Learning of Mathematics, 23(1), 2–14.
Higham, N. J. (1998). Handbook of writing for the mathematical sciences. Philadelphia, PA: SIAM.
Houston, K. (2009). How to think like a mathematician: A companion to undergraduate mathematics. Cambridge University Press.
Hyland, K. (2002). Genre: Language, context, and literacy. Annual Review of Applied Linguistics, 22, 113–135.
Hyland, K. (2004). Disciplinary discourses: Social interactions in academic writing. University of Michigan Press.
Hyon, S. (1996). Genre in three traditions: Implications for ESL. TESOL Quarterly, 30(4), 693–722.
Inglis, M., & Mejia-Ramos, J. P. (2009). The effect of authority on the persuasiveness of mathematical arguments. Cognition and Instruction, 27(1), 25–50.
Inglis, M., Mejia-Ramos, J. P., Weber, K., & Alcock, L. (2013). On mathematicians’ different standards when evaluating elementary proofs. Topics in Cognitive Science, 5(2), 270–282.
Jackman, H. (1998). Convention and language. Synthese, 117(3), 295–312.
Johnstone, A. H., & Su, W. Y. (1994). Lectures—A learning experience? Education in Chemistry, 31, 75–76.
Kiewra, K. A. (2002). How classroom teachers can help students learn and teach them how to learn. Theory Into Practice, 41(2), 71–80. https://doi.org/10.1207/s15430421tip4102_3
Konior, J. (1993). Research into the construction of mathematical texts. Educational Studies in Mathematics, 24(3), 251–256.
Krantz, S. G. (1997). A primer of mathematical writing: Being a disquisition on having your ideas recorded, typeset, published, read and appreciated. Washington, DC: American Mathematical Society.
Lai, Y., Weber, K., & Mejía-Ramos, J. P. (2012). Mathematicians’ perspectives on features of a good pedagogical proof. Cognition and Instruction, 30(2), 146–169.
Lew, K. & Mejía-Ramos, J. P. (2015). Unconventional uses of mathematical language in undergraduate proof writing. In Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education. Pittsburgh, PA.
Lew, K., & Mejía-Ramos, J. P. (2019). Linguistic conventions of mathematical proof writing at the undergraduate level: Mathematicians’ and students’ perspectives. Journal for Research in Mathematics Education, 50(2), 121–155.
Mamona-Downs, J., & Downs, M. (2009). Necessary realignments from mental argumentation to proof presentation. In Proceedings of CERME 6 (pp. 2336–2345).
Maurer, S. B. (1991). Advice for undergraduates on special aspects of writing mathematics. PRIMUS, 1(1), 9–28.
Mejia-Ramos, J. P., & Weber, K. (2014). Why and how mathematicians read proofs: Further evidence from a survey study. Educational Studies in Mathematics, 85(2), 161–173.
Moore, R. C. (1994). Making the transition to formal proof. Educational Studies in Mathematics, 27(3), 249–266.
Moore, R. C. (2016). Mathematics professors’ evaluation of students’ proofs: A complex teaching practice. International Journal of Research in Undergraduate Mathematics Education, 2(2), 246–278.
Morgan, C. (2002). Writing mathematically: The discourse of ‘investigation’. London, UK: Routledge.
Moschkovich, J. (2007). Using two languages when learning mathematics. Educational Studies in Mathematics, 64(2), 121–144.
Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms. London, UK: Routledge.
Rav, Y. (1999). Why do we prove theorems? Philosophia Mathematica, 7(1), 5–41. https://doi.org/10.1093/philmat/7.1.5
Reips, U. D. (2000). The web experiment method: Advantages, disadvantages, and solutions. In M. H. Birnbaum (Ed.), Psychological Experiments on the Internet (pp. 89–117). San Diego, CA: Academic Press.
Scarcella, R. (2003). Academic English: A conceptual framework. University of California Linguistic Minority Institute. Retrieved from http://escholarship.org/uc/item/6pd082d4
Selden, A., & Selden, J. (2003). Validations of proofs considered as texts: Can undergraduates tell whether an argument proves a theorem? Journal for Research in Mathematics Education, 34(1), 4–36.
Selden, A., & Selden, J. (2014). The Genre of Proof. In K. Weber (Ed.), Reflections on Justification and Proof. In T. Dreyfus (Ed.), Mathematics & Mathematics Education: Searching for Common Ground (pp. 248–251). Dordrecht, the Netherlands: Springer.
Solomon, Y. (2007). Not belonging? What makes a functional learner identity in undergraduate mathematics? Studies in Higher Education, 32(1), 79–96.
Thurston, W. P. (1994). On proof and progress in mathematics. Bulletin of the AMS, 30(2), 161–177.
Vivaldi, F. (2014). Introduction to Mathematical Writing. London, UK: The University of London.
Weber, K. (2001). Student difficulty in constructing proofs: The need for strategic knowledge. Educational Studies in Mathematics, 48(1), 101–119.
Wu, H. (1996). The role of Euclidean geometry in high school. The Journal of Mathematical Behavior, 15(3), 221–237.
Acknowledgements
We thank Drs. Matthew Inglis and Keith Weber for their useful comments on and suggestions throughout this project.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendices
Appendix 1
Appendix 2
Rights and permissions
About this article
Cite this article
Lew, K., Mejía Ramos, J.P. Linguistic conventions of mathematical proof writing across pedagogical contexts. Educ Stud Math 103, 43–62 (2020). https://doi.org/10.1007/s10649-019-09915-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10649-019-09915-5