Student’s attention to the conclusion during proofs
dc.contributor.author | Kandasamy, Sindura Subanemy | en_US |
dc.contributor.author | Melhuish, Kathleen | en_US |
dc.contributor.author | Larsen, Sean | en_US |
dc.contributor.author | Cook, Samuel | en_US |
dc.coverage.spatial | San Diego, CA | en_US |
dc.date.accessioned | 2019-08-28T14:32:27Z | |
dc.date.available | 2019-08-28T14:32:27Z | |
dc.date.issued | 2018 | |
dc.identifier.citation | Sindura Subanemy Kandasamy, Kathleen Melhuish, Sean Larsen, Samuel Cook. 2018. "Student’s Attention to the Conclusion During Proofs." | |
dc.identifier.uri | https://hdl.handle.net/2144/37437 | |
dc.description.abstract | This study investigates students’ use of conclusions to structure their proofs for a standard statement in introductory Group Theory. We surveyed 65 students across three classes asking them to evaluate the truth of a statement and provide a proof. We found students tend to use hypothesis-driven second level proof framework (rather than conclusion-driven). These students were then less likely to produce a deductive argument that aligned with the original statement. We conclude with implications for the treatment of proof analysis and proof frameworks to support students’ proving activity. | en_US |
dc.language.iso | en_US | |
dc.subject | Group theory | en_US |
dc.subject | Proof frameworks | en_US |
dc.subject | Proof analysis | en_US |
dc.title | Student’s attention to the conclusion during proofs | en_US |
dc.type | Presentation | en_US |
dc.description.version | Published version | en_US |
pubs.elements-source | manual-entry | en_US |
pubs.notes | Embargo: Not known | en_US |
pubs.organisational-group | Boston University | en_US |
pubs.organisational-group | Boston University, Wheelock College of Education & Human Development | en_US |
dc.identifier.orcid | 0000-0002-3173-482X (Cook, Samuel) | |
dc.identifier.mycv | 436094 |
This item appears in the following Collection(s)
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Wheelock: Scholarly Papers [111]
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BU Open Access Articles [3730]