Reflective Groupwork for Introductory Proof-Writing Courses
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| Title: | Reflective Groupwork for Introductory Proof-Writing Courses |
|---|---|
| Language: | English |
| Authors: | Jennifer Pi (ORCID |
| Source: | PRIMUS. 2024 34(10):989-1007. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reflection, Cooperative Learning, Introductory Courses, Mathematical Logic, College Mathematics, Undergraduate Students, Problem Solving, Active Learning, Mathematics Activities, Peer Evaluation, Evaluative Thinking, Information Sources, Internet, Mathematics Skills, Critical Thinking, Group Activities, Group Discussion |
| DOI: | 10.1080/10511970.2024.2399609 |
| ISSN: | 1051-1970 1935-4053 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452286 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1051-1970 1935-4053 |
| DOI: | 10.1080/10511970.2024.2399609 |
