id: 06619322
dt: j
an: 2016e.00546
au: Fukawa-Connelly, Timothy
ti: Responsibility for proving and defining in abstract algebra class.
so: Int. J. Math. Educ. Sci. Technol. 47, No. 5, 733-749 (2016).
py: 2016
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: E50 E40 H40
ut: abstract algebra; defining; proving; inquiry-based learning
ci:
li: doi:10.1080/0020739X.2015.1114159
ab: Summary: There is considerable variety in inquiry-oriented instruction, but
what is common is that students assume roles in mathematical activity
that in a traditional, lecture-based class are either assumed by the
teacher (or text) or are not visible at all in traditional math
classrooms. This paper is a case study of the teaching of an
inquiry-based undergraduate abstract algebra course. In particular,
gives a theoretical account of the defining and proving processes. The
study examines the intellectual responsibility for the processes of
defining and proving that the professor devolved to the students. While
the professor wanted the students to engage in all aspects of defining
and proving, he was only successful at devolving responsibility for
certain aspects and much more successful at devolving responsibility
for proving than conjecturing or defining. This study suggests that
even a well-intentioned instructor may not be able to devolve
responsibility to students for some aspects of mathematical practice
without using a research-based curriculum or further professional
development.
rv: