Let's Create, Not Replicate: Supporting Students as Proof Creators through the Group Proof Activity

Autor/inn/en	Bleiler-Baxter, Sarah K.; Pair, Jeffrey D.; Reed, Samuel D.
Titel	Let's Create, Not Replicate: Supporting Students as Proof Creators through the Group Proof Activity
Quelle	In: PRIMUS, 31 (2021) 7, S.760-774 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1713270
Schlagwörter	Mathematics Instruction; Teaching Methods; Validity; Mathematical Logic; Group Activities; Cooperative Learning; Creative Thinking; Misconceptions; Mathematical Concepts; Student Participation; Persuasive Discourse; College Students; College Mathematics + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Gültigkeit; Mathematical logics; Mathematische Logik; Gruppenaktivität; Kooperatives Lernen; Kreatives Denken; Missverständnis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Persuasion; Persuasive Kommunikation; Collegestudent
Abstract	Students often view their role as that of a replicator, rather than a creator, of mathematical arguments. We aimed to engage our students more fully in the creation process, helping them to see themselves as legitimate proof creators. In this paper, we describe an instructional activity (i.e., the "group proof activity") that is purposefully designed to support students' development as creative provers. We demonstrate how one group's attempt at constructing a group proof allowed the group members to build on one another's individual ideas to improve their strategies for proving and to address important misconceptions in their original work. The case highlights how the group proof activity supports a classroom environment where student ideas drive the discussion while also allowing for important mathematical ideas related to proof to become the central focus of a group's learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01