Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Milena Damrau
LMU Munich
⬇ Download PDFThis experimental study investigates how first-year university students validate universal statements and how their success is influenced by statement characteristics and argument types. A total of 430 participants validated five statements that varied in familiarity and truth value and were randomly assigned to receive no arguments, empirical arguments, generic proofs, or ordinary proofs. Logistic regression analyses show that both familiarity and truth value significantly affect validation success. Reading empirical arguments positively affects validation success, whereas ordinary proofs do not. These findings suggest that students need support in using proofs to validate statements, and that example-based reasoning can help students develop an initial understanding of universal statements.
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