Peer Feedback and Student Values about Geometric Proofs

Description

Mathematical proving is a disciplinary practice guided by cultural values. Students often experience mathematical proving as alienating, partly because the norms and values underlying the practice are either implicit or imposed by an external authority. Understanding what learners themselves value in proofs is essential for designing learning experiences that are responsive and inclusive. Using iterative values coding, we examined what youth valued in peer-written proofs in a summer geometry course. We found that learners focused on function- and form- oriented characteristics of proofs, often drawing connections between them. Some learners attended to the proofs’ ability to reflect the proving process, as well as the texts’ attunement to readers and authors. We argue that building on these identified values can support youth to recognize and appreciate the epistemic goals of disciplinary proving practices and allow them to meet those goals in ways that are both normative and meaningful to them.

Period	13 Jun 2024
Event title	unbekannt/unknown
Event type	Conference
Location	United StatesShow on map