Abstract
Many students find proofs frustrating, and teachers struggle with how to help students write proofs. In fact, it is well documented that most students who have studied proofs in high school geometry courses do not master them and do not understand their function (Battista 2007; Harel and Sowder 2007). And yet, according to NCTM's Principles and Standards for School Mathematics(2000), “By the end of secondary school, students should be able to understand and produce mathematical proofs … and should appreciate the value of such arguments” (p. 56).
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