“How do I prove it?” A Narrative Inquiry into Advancing a Child’s School Mathematics
DOI:
https://doi.org/10.55016/1r7sjy02Keywords:
narrative inquiry, gifted students, school mathematics, mathematics, curriculum, mathematical proofsAbstract
This article celebrates Chen, a Grade 3 student who shows his lived curriculum in the context of his school. This narrative inquiry is grounded in student-centred curriculum making. We explore Chen’s inherent curiosity about developing formal techniques to prove mathematical statements—a standard process performed by mathematicians. We share observations and transcribed excerpts of video conversations that demonstrate Chen’s remarkable understanding of the following results: the role examples play in proving and disproving statements; the application of direct proofs; the structure of proofs by contradiction; and the structure of proofs by induction. Author1’s approach to Chen’s math education has implications in how students transition from routine calculations to generalized and abstracted ideas to solving problems by agreeing upon a shared understanding of proof structures. We conclude with recommendations on planning thoughts and action thoughts as strategies to create educative experiences that support both the learning and identity making of children.
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