| dc.description.abstract | This literary study aims at examining the use of mathematical proofs in upper secondary school according to earlier research. The questions at issue are framed by following three questions: ”What is a mathematical proof?”, ”What is the use value and purpose of proofs in upper secondary school math?” and ”How can teaching about mathematical proofs be carried out in upper secondary school?”. The study suggests that a proof must be socially accepted
and built in a deductional way to be counted as a proof. The function of proof in upper secondary school mathematics is important because proof is a central part of the mathematics and the curriculum says that proof must be a part of education. The study also describes how proof fills many different educational functions. It can be used as a tool for explanation, give deeper understanding and prepare students for future university studies. Teaching proof is advantageously done in a social context and in ways that which makes proof and its structure visible. Students are through problem solving and creative reasoning able to work with proof to achieve a deeper understanding of mathematics. In the discussion, the purpose of the proof is divided into explicit and implicit knowledge. Explicitly, a proof has a role of explaining and convincing. Implicitly, proof can be used to improve critical thinking and the ability to communicate, as well as to give tools for other parts of mathematics. The literary study shows that all students, regardless of cognitive level, benefits from working with mathematical proof. | sv |
