Theo's Reinvention of the Logic of Conditional Statements' Proofs Rooted in Set-Based Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Dawkins, Paul Christian; Roh, Kyeong Hah; Eckman, Derek; Cho, Young Kee
Titel	Theo's Reinvention of the Logic of Conditional Statements' Proofs Rooted in Set-Based Reasoning [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Validity; Mathematical Logic; Learning Trajectories; Teaching Methods; Instructional Design; Undergraduate Students; Comparative Analysis; Geometry; Concept Formation; Mathematical Concepts; Learning Processes; Inferences; Logical Thinking; Calculus; Minority Serving Institutions; Hispanic American Students + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Gültigkeit; Mathematical logics; Mathematische Logik; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Geometrie; Concept learning; Begriffsbildung; Learning process; Lernprozess; Inference; Inferenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	This report documents how one undergraduate student used set-based reasoning to reinvent logical principles related to conditional statements and their proofs. This learning occurred in a teaching experiment intended to foster abstraction of these logical relationships by comparing the predicate and inference structures among various proofs (in number theory and geometry). We document the progression of Theo's emergent set-based model from a model-of the truth of statements to a model-for logical relationships. This constitutes some of the first evidence for how such logical concepts can be abstracted in this way and provides evidence for the viability of the learning progression that guided the instructional design. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01