Abstract

This study focuses on undergraduate students' ability to unpack informally written mathematical statements into the language of predicate calculus. Data were collected between 1989 and 1993 from 61students in six small sections of a “bridge" course designed to introduce proofs and mathematical reasoning. We discuss this data from a perspective that extends the notion of concept image to that of statement image and introduces the notion of proof framework to indicate the top-level logical structure of a proof. For simplified informal calculus statements, just 8.5% of unpacking attempts were successful; for actual statements from calculus texts, this dropped to 5%. We infer that these students would be unable to reliably relate informally stated theorems with the top-level logical structure of their proofs and hence could not be expected to construct proofs or evaluate their validity.