Looking Around Research on Proof in Mathematics Education in Korea

Abstract

This study aimed to provide an overview of the research on proof in mathematics education that has been conducted in Korea. The 85 studies exploring proof in mathematics education in Korea were selected through three stages, and all the studies were published in peer-reviewed journals. The studies were categorized in terms of research theme and research period. In terms of research theme, the studies were classified into seven categories. The studies on teaching and learning proof in mathematics classrooms have been relatively the most active and numerous. Next, the studies on text related to proof, theoretical and linguistic issues, students’ performance on proof, and gifted students’ learning proof have been carried out. In contrast, the studies on learning proof at the university/tertiary level and mathematics teachers’ concept of proof have been conducted relatively deficiently. Several representative studies for each research theme were introduced briefly. In terms of research period, the 85 studies were classified into three periods: the grounding period of 1990-2000, the growing period of 2001-2013, and the declining period of 2014-2023 (present). Through a review of the studies regarding research period, it was confirmed that the studies on proof in mathematics education in Korea were influenced by the socio-cultural context related to mathematics curriculum which has been developed and implemented at the national level. Finally, it was suggested that advanced technologies including AI and computer-based proof assistants should be considered in future research on proof in mathematics education in Korea.