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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 0000-0003-1256-1086), Christopher Davis (ORCID 0000-0001-8031-4672), Yasmeen Baki (ORCID 0000-0003-4955-8622), Alessandra Pantano (ORCID 0000-0002-3508-0974)
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
FullText Text:
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  Data: Reflective Groupwork for Introductory Proof-Writing Courses
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  Data: <searchLink fieldCode="AR" term="%22Jennifer+Pi%22">Jennifer Pi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1256-1086">0000-0003-1256-1086</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+Davis%22">Christopher Davis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8031-4672">0000-0001-8031-4672</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yasmeen+Baki%22">Yasmeen Baki</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4955-8622">0000-0003-4955-8622</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alessandra+Pantano%22">Alessandra Pantano</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3508-0974">0000-0002-3508-0974</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22PRIMUS%22"><i>PRIMUS</i></searchLink>. 2024 34(10):989-1007.
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  Data: 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
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  Data: 19
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  Data: 10.1080/10511970.2024.2399609
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  Data: 1051-1970<br />1935-4053
– Name: Abstract
  Label: Abstract
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  Data: 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.
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