摘要：Although the proof is one of the basic concepts in mathematics, especially, in mathematics education, many research studies have indicated that students have difficulty when making mathematical proofs. Accordingly present research aimed to study the quality of student's proof conception in algebra. Sample concluded of 338 second grade students that were selected through proportional randomize sampling. The questionnaire of this study is based on Healy & Hoyles’ questionnaire (2000). Proof questionnaire included two sections to investigate student views on proof from a different point of view. first, students were presented with mathematical conjecture and a range of arguments in support of them; they were asked to select three selections from these arguments -a) the argument that would be similar to their own approach b) the argument they believed would receive the best mark from their teachers and c) the argument they chose to convince someone in their class who is unsure. The second section of questionnaire included an indication of students’ competence in constructing proofs. Results showed: there were some significant differences between student'schoices, receiving the best mark and convincing their classmates. Also the empirical arguments predominated most students’ constructed proofs.
关键词：proof;student conception;difficulty on proof;argument
