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Proof is arguably what distinguishes mathematics most markedly from other do- mains of knowledge. Is it obvious what a proof is? Mathematicians have asked some incisive questions about the nature and role of proof. Research results on students’ conceptions of proof appear inconsistent: While beginning the transition to deductive reasoning is possible already in ele- mentary school, most high school students still have a vague notion of proof, at best. And many teachers are uncertain how to relate to non-algebraic arguments such as verbal, visual and generic ones.

Professor Dr. Tommy Dreyfus

Tel Aviv University