Reflective groupwork for introductory proof-writing courses

Journal article

Abstract:: We discuss two proof evaluation activities meant to promote the acquisition of learning behaviors of professional mathematics within an introductory undergraduate proof-writing course. These learning behaviors include the ability to read and discuss mathematics critically, reach a consensus on correctness and clarity as a group, and verbalize what qualities “good” proofs possess. The first of these two activities involves peer review and the second focuses on evaluating the quality of internet resources. All of the activities involve groupwork and reflective discussion questions to develop students' experience with these practices of professional mathematics.

Files:: Pi_et_al_2024_Reflective_groupwork_for.pdf

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Language:: English
Keywords:: active learning

sociomathematical norms

proof-writing

mathematics learning community
Pubs id:: 2054064
Local pid:: pubs:2054064
Deposit date:: 2024-11-01

Copyright holder:: Pi et al
Rights statement:: © 2024 The Author(s). Published with license by Taylor & Francis Group, LLC.This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in anymedium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on whichthis article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.

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