https://hdl.handle.net/10646/139 Thu, 09 Apr 2026 14:22:23 GMT 2026-04-09T14:22:23Z https://hdl.handle.net/10646/4144 Undergraduate student teachers conceptualisations of mathematical proof. Ndemo, Zakaria Students face serious challenges in learning mathematical proofs. Although many studies have been done with the aim of improving the learning of mathematical proof beyond mere regurgitation of memorised facts, very few studies have been based on students‟ actual proof attempts. Motivated by the need to develop an understanding of students‟ thinking grounded in their actual proof attempts the main research question put forward was: In what terms do Zimbabwean undergraduate student teachers think of mathematical proof? The goal was to explore students‟ schemes of argumentation and how students‟ thoughts around mathematical proof evolve. Tue, 01 Jan 2019 00:00:00 GMT https://hdl.handle.net/10646/4144 2019-01-01T00:00:00Z https://hdl.handle.net/10646/660 Learning Mathematics for Personal Understanding and Productions: A Viewpoint Mtetwa, David; Mudehwe, Lazarus; Munyira, Sheunesu In this paper we reflect on what makes mathematics more meaningful and more easily understood and thus enabling the learner to apply it to everyday situations in his/her life world. We identify personal – in relation to ‘collective’ or ‘public’ – mathematising as one key component towards real understanding of mathematics. We observe that today’s mathematics learner is often typified by such orientations as approaching the subject with timidity and in a cookbook fashion, adopting a re‐productive rather than a productive mode, and showing lack of intrinsic interest in the subject. Debilitating effects of some of these characteristics in relation to learning mathematics for personal development, include learner’s failure to exploit the subject’s natural features for developing own mental orientations such as algorithmic, stochastic, reflective, and creative thinking so essential in coping with modern life environments. We propose that, for inspirational effects, learners should have closer contact with and appreciation for the activities and practices of the professional mathematician. The mathematics teacher could enhance the learner’s mathematical learning experience by orienting instructional designs in ways that make the learning processes and outcomes more personal to the learner. Publisher's version Wed, 01 Dec 2010 00:00:00 GMT https://hdl.handle.net/10646/660 2010-12-01T00:00:00Z