부산대학교 도서관

Mathematical argument has been given much attention in the research literature as a mediating construct between reasoning and proof. However, there have been relatively less efforts made in the research that examined the nature of empirical arguments represented in textbooks and how students perceive them as proofs. Cases of point include Intermediate Value Theorem [IVT] and Maximum-Minimum theorem [MMT] in grade 11 in Korea. In this study, using Toulmin’s framework (1958), the author analyzed the substance of the empirical arguments provided for both MMT and IVT to draw comparisons between the nature of datum, claims, and warrants among empirical arguments offered in textbooks. Also, an online survey was administered to learn about how students view as proofs the empirical arguments provided for MMT and IVT. Results indicate that nearly half of students tended to accept the empirical arguments as proofs. Implications are discussed to suggest alternative approaches for teaching MMT and IVT.