Empowering Students' Proof Learning through Communal Engagement

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A three-step instructional sequence gives students authority to judge an argument's veracity by developing class-based criteria for proof.

Contributor Notes

Yi-Yin (Winnie) Ko, winnie.ko@indstate.edu, is an assistant professor of mathematics education in the Department of Mathematics and Computer Science at Indiana State University in Terre Haute. Her research interests are the teaching and learning of algebra, generalization, justification, and proof.

Sean P. Yee, yee@math.sc.edu, teaches at the University of South Carolina, in Columbia. His interests include secondary school and college mathematics teacher education, embodied cognition, problem solving, and proof.

Sarah K. Bleilerbaxter, sarah.bleiler@mtsu.edu, is an assistant professor of mathematics education in the Department of Mathematical Sciences at Middle Tennessee State University in Murfreesboro. She is interested in students' development of proof-related reasoning and the dynamics of collaboration between mathematicians and mathematics teacher educators.

Justin D. Boyle, justinb@ua.edu, is an assistant professor of mathematics education in the Department of Curriculum and Instruction at the University of Alabama in Tuscaloosa. He studies the preparation and development of secondary school mathematics teachers with a focus on reasoning and proving.

(Corresponding author is Ko winnie.ko@indstate.edu)(Corresponding author is Yee yee@math.sc.edu)(Corresponding author is Bleilerbaxter sarah.bleiler@mtsu.edu)(Corresponding author is Boyle justinb@ua.edu)
The Mathematics Teacher

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