Assumption and Definition Use in an Inquiry-Based Introduction to Proof Course

Autor/inn/en	Grundmeier, T. A.; Retsek, D.; Berg, A.; Mann, S.; Hamlin Prieto, A.
Titel	Assumption and Definition Use in an Inquiry-Based Introduction to Proof Course
Quelle	In: PRIMUS, 32 (2022) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grundmeier, T. A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1827321
Schlagwörter	Mathematics Instruction; Inquiry; Validity; Mathematical Logic; Teaching Methods; Student Centered Learning; Secondary School Mathematics; High School Students; College Mathematics; Undergraduate Study + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Gültigkeit; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Grundstudium
Abstract	Students' proof abilities were explored in the context of an inquiry-based learning (IBL) approach to teaching an introductory proofs course. IBL is a teaching method that puts the responsibility for proof on students and focuses on student discussion and exploration. Data collected from each of the 70 participants included a portfolio consisting of their work on all proofs assigned during the course, as well as each student's final exam. Contrary to previous research conducted on introductory proof courses, this data analysis suggests that students developed an understanding of how to correctly use definitions and assumptions within the context of their proofs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01