Students' Understanding of Counterexamples

Author:
Rebecca Vinsonhaler Austin Community College

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Alison G. Lynch California State University, Monterey Bay

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Volume/Issue:
Volume 113: Issue 3
Page(s):
223–228
DOI:
https://doi.org/10.5951/MTLT.2019.0092
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Subjects:
Grade(s) or Audience, Grades 6-8, Seventh, Eighth, Grades 9-12, Ninth, Tenth, Eleventh, Twelfth, Math Topic, Discrete Math, Algebra, Algebraic Thinking/Pre-algebra Concepts, Expression/Equation, Functions and Trigonometry, Functions, Sequences/Series/Patterns, Linear Equations and Inequalities, Quadratics and Conics, Polynomials and Exponents, Calculus, Limits, Derivatives

This article focuses on students use and understanding of counterexamples and is part of a research project on the role of examples in proving. We share student interviews and offer suggestions for how teachers can support student reasoning and thinking and promote productive struggle by incorporating counterexamples into the classroom.

Supplementary Materials

    • Supplemental Materials (PDF 153 KB)

Footnotes

Part of a larger research project on the role of examples in proving, here we share student interviews and suggest how classroom teachers can support student reasoning and promote productive struggle.

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  • National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). 2010. Common Core State Standards for Mathematics. Washington, DC: NGA Center and CCSSO. http://www.corestandards.org.

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Copyright:
© 2020 by National Council of Teachers of Mathematics, Inc.
Page Count:
6
Article Category:
Research Article
Received:
01 Apr 2019
Accepted:
22 Sep 2019
Print Publication Date:
01 Mar 2020
Online Publication Date:
Mar 2020
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