By the time students are in high school, they have had considerable experiences with mathematical reasoning and have at least some familiarity with concepts of proof. In grades 9-12, students must build on this experience to make sense of increasingly abstract aspects of mathematics, for example in terminology and representation. Greater demands on mathematical reasoning occur. In particular, high school work carries an expectation that students generate, evaluate and revise mathematical arguments themselves. By the of the high school years, students must have a clear understanding of the role of proof in mathematics, and should also have a repertoire of reasoning and proof approaches that they can use in mathematical work.

These elements form the core of the reasoning and proof standard. Let's examine several points in more detail, to expand working our knowledge and definition of the concept.

  Elements of the Standard