Shiv Karunakaran

An “introduction to mathematical reasoning” orTransition to mathematical proof course is widely offered as anessential part of the undergraduate mathematics curriculum atmost institutions of high learning. The importance of such acourse cannot be understated, as the concepts and skills learnedin this course are foundational to any subsequent mathematicscourse. However, research suggests that undergraduate studentscontinue to struggle understanding the function of mathematicalproof and proving, and also to gain access to the private aspectsof proving. This talk will report on an introduction to mathe-matical reasoning course that used an Inquiry-Based Learning(IBL) approach to the teaching and learning of mathematicalproof and proving. Specifically, this talk will report on find-ings regarding changes in student attitudes regarding proof andproving, and on possible changes to the students approaches toproving strategies.