The role of generic examples in teachers' proving activities

This paper explores how in-service teachers enrolled in a graduate proof course interpret, understand, and use generic examples as part of their proving and justification activities. Generic examples, which are capable of proving and justifying with strong explanatory power, are particularly important for teachers considering teaching proof in their classrooms. The teachers in our study used generic examples to produce three types of proof: example-based arguments enhanced with generic language; incomplete generic examples; and complete generic examples. We found that teachers conflate generic examples and visual representations, prefer visual generic examples for teaching, and consider a generic example with symbolic representation to be more convincing than a generic example without. We conclude with implications for secondary school teaching, as well as suggestions for future professional development efforts.

Automated summary

This paper investigates how in-service teachers interpret, understand, and use generic examples as part of their proving and justification activities, and finds that teachers produce three types of proof using generic examples. Teachers tend to prefer visual generic examples with symbolic representation for teaching purposes.