
06639309
j
2016f.00791
Zazkis, Dov
Weber, Keith
Mej\'{\i}aRamos, Juan Pablo
Bridging the gap between graphical arguments and verbalsymbolic proofs in a real analysis context.
Educ. Stud. Math. 93, No. 2, 155173 (2016).
2016
Springer Netherlands, Dordrecht
EN
E50
proof
graphical argumentation
Toulmin scheme
doi:10.1007/s1064901696983
Summary: We examine a commonly suggested proof construction strategy from the mathematics education literature  that students first produce a graphical argument and then work to construct a verbalsymbolic proof based on that graphical argument. The work of students who produce such graphical arguments when solving proof construction tasks was analyzed to distill three activities that contribute to students' successful translation of graphical arguments into verbalsymbolic proofs. These activities are called elaborating, syntactifying, and rewarranting. We analyze how engaging in these activities relates to students' success in proof construction tasks. Additionally, we discuss how each individual activity contributes to the translation of a graphical argument into a verbalsymbolic proof.