Abstract
For an ordinary person, mathematics looks like a set of truth that has nothing to do with experiences of human beings and is constructed to have been formed on an absolute or flawless basis. In this research, I argue such kind of conception historically and the relevancy of quasi empiricism for mathematics education and propose methods of proof teaching based on it. My proposals are following: 1. Placing a proof activity in a dynamic developmental process of mathematics. [figure] 2. Considering a proof activity as a social activity. 3. Stressing discovery, explanatory, and communicative functions of proof.
