Abstract
Research shows that lecturer feedback on students’ proofs is crucial for developing proof comprehension in advanced mathematics courses, yet students often fail to comprehend lecturer feedback, and only rarely receive further feedback on their revisions. In this study we investigate the affordance of a novel formative-assessment scheme, designed and enacted by a mathematics professor, which employed multiple rounds of lecturer-feedback / student-revision. We analyze one such round, focusing on various facets of proof comprehension that underlie the lecturer’s feedback and the student’s subsequent revisions. On the basis of this analysis we discuss various ways in which lecturers can leverage feedback/revision cycles, not only for gaining insight into students’ comprehension, but also for fostering meta-level ideas, and affording opportunities for students to develop agency and holistic proof comprehension.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education |
| Pages | 2630-2637 |
| Number of pages | 8 |
| ISBN (Electronic) | 978-90-73346-75-8 |
| State | Published - Feb 2019 |
| Event | 11th Congress of the European Society for Research in Mathematics Education - Utrecht University, Utrecht, Netherlands Duration: 6 Feb 2019 → 10 Feb 2019 Conference number: 11 https://cerme11.org/ https://hal.archives-ouvertes.fr/CERME11 http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME11_Proceedings_2019.pdf |
Publication series
| Name | Proceedings of the Congress of the European Society for Research in Mathematics Education |
|---|---|
| Volume | 11 |
Conference
| Conference | 11th Congress of the European Society for Research in Mathematics Education |
|---|---|
| Abbreviated title | CERME |
| Country/Territory | Netherlands |
| City | Utrecht |
| Period | 6/02/19 → 10/02/19 |
| Internet address |