Using Mediational Means during Learning and Understanding of Proof Assignments from Theory of Computation

Abstract

There is a lack of empirically validated studies about how students solve proof assignments in their Theory of Computation (ToC) courses. I want to get detailed insights about the nature of students' difficulties with this field of computer science (CS). To gather data, I want to perform several qualitative studies investigating how undergraduate CS majors solve assignments in individually-formed study groups. I will use Distributed Cognition Theory (DCOG) as the underlying theoretical framework and understand cognitive processes as an interplay between several humans, their environment, resources and tools/mediational means. In the context of ToC, tools/mediational means are all mathematical inscriptions, definitions and concepts as well as natural language or physical media like pen & paper or whiteboards. The goal of this dissertation is to understand how student groups use provided and their own mediational means and whether they are successful during solving proof assignments.