Student Interpretations of Written Comments on Graded Proofs

Document Type

Article

Publication Date

7-2018

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.

Journal Title

International Journal of Research in Undergraduate Mathematics Education

Volume

4

Issue

2

First Page

228

Last Page

253

DOI

10.1007/s40753-017-0059-0

First Department

Mathematics

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