Document Type
Conference Proceeding
Publication Date
2016
Keywords
Proof Writing, Proof Grading, Proof Instruction, Proof Revision, Student Thinking
Abstract
Instructors often write feedback on students’ proofs even if there is no expectation for the students to revise and resubmit the work. It is not known, however, what students do with that feedback or if they understand the professor’s intentions. To this end, we asked eight advanced mathematics undergraduates to respond to professor comments on four written proofs by interpreting and implementing the comments. We analyzed the student’s responses using the categories of corrective feedback for language acquisition, viewing the language of mathematical proof as a register of academic English.
First Page
310
Last Page
324
Book Title
Proceedings of the 19th Annual Conference on Research in Undergraduate Mathematics Education
Editor
Tim Fukawa-Connelly, Nicole Engelke Infante, Megan Wawro, Stacy Brown
Publisher
Special Interest Group of the Mathematics Association of America (SIGMAA) for Research in Undergraduate Mathematics Education
City
Washington, DC
First Department
Mathematics
Recommended Citation
Moore, Robert C.; Byrne, Martha; Hanusch, Sarah; and Fukawa-Connelly, Timothy, "When we Grade Students’ Proofs, Do They Understand our Feedback?" (2016). Faculty Publications. 422.
https://digitalcommons.andrews.edu/pubs/422
Acknowledgements
Retrieved 7/13/17 from http://sigmaa.maa.org/rume/RUME19v3.pdf
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Science and Mathematics Education Commons