ERIC Number: EJ1451689
Record Type: Journal
Publication Date: 2024
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: EISSN-1935-4053
Using Extant Proofs in the Classroom: A Comprehension Activity Structure
K. Lew; L. Guajardo; M. A. Gonzalez; K. Melhuish
PRIMUS, v34 n10 p1087-1109 2024
Proof comprehension is an important skill for students to develop in their proof-based courses, yet students are rarely afforded opportunities to develop this skill. In this paper, we describe two implementations of an activity structure that was developed to give students the opportunity to engage with complex proofs and to develop their proof comprehension skills. We share one implementation in an introduction to proof course and one implementation in an abstract algebra course. In particular, we aim to elucidate the details of facilitating these days in class and offer suggestions on how other instructors can adapt this proof reading activity structure in their own classes.
Descriptors: Mathematical Logic, Validity, Mathematics Instruction, Mathematics Skills, Learning Activities, Algebra, Reading Comprehension, Student Attitudes, Undergraduate Study
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF), Improving Undergraduate STEM Education (IUSE)
Authoring Institution: N/A
Grant or Contract Numbers: 1836559