Strengthening Students' Proofs Using Peer Critiques and Revisions

التفاصيل البيبلوغرافية
العنوان:	Strengthening Students' Proofs Using Peer Critiques and Revisions
اللغة:	English
المؤلفون:	Brooke Krejci, Kimberly Conner
المصدر:	Mathematics Teacher: Learning and Teaching PK-12. 2024 117(2):121-128.
الإتاحة:	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Peer Reviewed:	Y
Page Count:	8
تاريخ النشر:	2024
نوع الوثيقة:	Journal Articles Reports - Descriptive
Education Level:	High Schools Secondary Education
Descriptors:	Geometry, High School Students, Mathematics Education, Mathematical Logic, Validity
DOI:	10.5951/MTLT.2023.0149
تدمد:	0025-5769 2330-0582
مستخلص:	In high school geometry, students are expected to deepen their understanding of geometric shapes and their properties, as well as construct formal mathematical proofs of theorems and geometric relationships. The process of helping students learn to construct a geometric proof can be challenging given the multiple competencies involved (Cirillo & Hummer, 2021). To support geometry students in the proof-writing process, the authors describe an instructional sequence in which students posed a conjecture about a mathematical relationship, wrote a draft argument, provided feedback/critiques to one another, and revised their argument based on peer feedback. They designed the sequence to provide students with opportunities to engage in multiple elements of the reasoning-and-proving process, to allow them access to proof-writing through multiple modes of entry, and to encourage student agency by having them generate and justify mathematical relationships (Bieda & Staples, 2020).
Abstractor:	ERIC
Entry Date:	2024
رقم الأكسشن:	EJ1415673
قاعدة البيانات:	ERIC

الوصف
تدمد:	0025-5769 2330-0582
DOI:	10.5951/MTLT.2023.0149