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dc.contributor.authorKandasamy, Sindura Subanemyen_US
dc.contributor.authorMelhuish, Kathleenen_US
dc.contributor.authorLarsen, Seanen_US
dc.contributor.authorCook, Samuelen_US
dc.coverage.spatialSan Diego, CAen_US
dc.date.accessioned2019-08-28T14:32:27Z
dc.date.available2019-08-28T14:32:27Z
dc.date.issued2018
dc.identifier.citationSindura Subanemy Kandasamy, Kathleen Melhuish, Sean Larsen, Samuel Cook. 2018. "Student’s Attention to the Conclusion During Proofs."
dc.identifier.urihttps://hdl.handle.net/2144/37437
dc.description.abstractThis 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.isoen_US
dc.subjectGroup theoryen_US
dc.subjectProof frameworksen_US
dc.subjectProof analysisen_US
dc.titleStudent’s attention to the conclusion during proofsen_US
dc.typePresentationen_US
dc.description.versionPublished versionen_US
pubs.elements-sourcemanual-entryen_US
pubs.notesEmbargo: Not knownen_US
pubs.organisational-groupBoston Universityen_US
pubs.organisational-groupBoston University, Wheelock College of Education & Human Developmenten_US
dc.identifier.orcid0000-0002-3173-482X (Cook, Samuel)
dc.identifier.mycv436094


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