Embracing proving into everyday lesson by problem posing

Abstract

Proof plays significant roles in the context of school mathematics and is a tool for enhancing student’s understanding of mathematics. Lack of opportunities for proving in textbook has been documented. This study was conducted to consider an instructional way to make proving as everyday lesson by formulating more opportunities than did textbooks. The guiding assumption of this study is that conjectures which students come up with can be initiatives for learning how to prove. This preliminary study will show that problem posing is a strategic tool with potential to bridge everyday instruction and the practice of proving so as to teach how to prove more meaningfully and authentically.