Abstract
Over the past thirty years, many mathematics educators in North America have suggested that proof be relegated to a lesser role in the secondary mathematics curriculum. This view has been shaped in large part by developments in mathematics itself, by the thinking of Lakatos and by changing social values. This paper argues that none of these factors justifies such a move, and that proof continues to have value in the classroom, both as a reflection of its central role in mathematical practice and as an important tool for the promotion of understanding.
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