id: 06038398
dt: j
an: 2012c.00423
au: Mejia-Ramos, Juan Pablo; Fuller, Evan; Weber, Keith; Rhoads, Kathryn;
Samkoff, Aron
ti: An assessment model for proof comprehension in undergraduate mathematics.
so: Educ. Stud. Math. 79, No. 1, 3-18 (2012).
py: 2012
pu: Springer Netherlands, Dordrecht
la: EN
cc: E55 D65
ut: proof comprehension; proof reading; assessment; undergraduate mathematics
education
ci: ME 2008a.00274
li: doi:10.1007/s10649-011-9349-7
ab: Summary: Although proof comprehension is fundamental in advanced
undergraduate mathematics courses, there has been limited research on
what it means to understand a mathematical proof at this level and how
such understanding can be assessed. In this paper, we address these
issues by presenting a multidimensional model for assessing proof
comprehension in undergraduate mathematics. Building on Yang and
Lin’s (Educational Studies in Mathematics 67:59-76, 2008, see ME
2008a.00274 ) model of reading comprehension of proofs in high school
geometry, we contend that in undergraduate mathematics a proof is not
only understood in terms of the meaning, logical status, and logical
chaining of its statements but also in terms of the proof’s
high-level ideas, its main components or modules, the methods it
employs, and how it relates to specific examples. We illustrate how
each of these types of understanding can be assessed in the context of
a proof in number theory.
rv: