Using Moment-by-Moment Reading Protocols to Understand Students’ Processes of Reading Mathematical Proof

IF 3.5 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal for Research in Mathematics Education Pub Date : 2021-11-01 DOI:10.5951/jresematheduc-2020-0151
P. Dawkins, Dov Zazkis
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引用次数: 4

Abstract

This article documents differences between novice and experienced undergraduate students’ processes of reading mathematical proofs as revealed by moment-by-moment, think-aloud protocols. We found three key reading behaviors that describe how novices’ reading differed from that of their experienced peers: alternative task models, accrual of premises, and warranting. Alternative task models refer to the types of goals that students set up for their reading of the text, which may differ from identifying and justifying inferences. Accrual of premises refers to the way novice readers did not distinguish propositions in the theorem statement as assumptions or conclusions and thus did not use them differently for interpreting the proof. Finally, we observed variation in the type and quality of warrants, which we categorized as illustrate with examples, construct a miniproof, or state the warrant in general form.
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运用阅读协议理解学生阅读数学证明的过程
本文记录了新手和有经验的本科生在阅读数学证明的过程中的差异,这些差异是由一个接一个的、大声思考的协议所揭示的。我们发现了三种关键的阅读行为,描述了新手的阅读与有经验的同龄人的阅读有何不同:替代任务模型、前提积累和保证。替代任务模型指的是学生为阅读文本而设定的目标类型,这可能与识别和证明推论不同。前提的积累是指新手读者没有将定理陈述中的命题区分为假设或结论,因此没有以不同的方式使用它们来解释证明。最后,我们观察到认股权证的类型和质量的变化,我们将其归类为举例说明、构造小型证明或以一般形式陈述认股权证。
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来源期刊
Journal for Research in Mathematics Education
Journal for Research in Mathematics Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
17.90%
发文量
22
期刊介绍: An official journal of the National Council of Teachers of Mathematics (NCTM), JRME is the premier research journal in mathematics education and is devoted to the interests of teachers and researchers at all levels--preschool through college. JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: -Research reports, addressing important research questions and issues in mathematics education, -Brief reports of research, -Research commentaries on issues pertaining to mathematics education research, and -Book reviews.
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