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Proving is an essential mathematical activity that should play an important role in the mathematics classroom. However, performing a proof is a most challenging task for students. The nature of this challenge is discussed from a theoretical perspective. Starting with thoughts on the role of proof in mathematics, the article continues with reflections on limiting factors for performing proofs and the learning of proof in the mathematics classroom. Since empirical research gives evidence that guided exploration and a cherishing atmosphere can be regarded as beneficial for learning processes, this topic will be addressed in a further section.
Received: 2006-12-1
Published Online: 2009-9-25
Published in Print: 2007-10-1
© Oldenbourg Wissenschaftsverlag
