Description
Book SynopsisPart I: Introductory chapters.- Chapter 1. The legacy of John and Annie Selden on proof and proving.- Chapter 2. My take: Proof research at the undergraduate level—how it evolved.- Part II: New directions for research on proof writing.- Chapter 3. Undergraduate students’ mathematical proof skills: Examining the impact of six cognitive resources.- Chapter 4. New directions for domain-specific aspects of proof: The case of combinatorics and graph theory.- Chapter 5. Researching collaborative proving in real university classrooms: The role and utility of theoretical framing.- Chapter 6. Categorizing undergraduates’ proving processes through the lenses of their “stuck points”.- Part III: New directions for research on proof reading.- Chapter 7. Student performance on proof comprehension tests in transition-to-proof course.- Chapter 8. The summary task and its potential for proof comprehension.- Chapter 9. Incorporating self-explanation in undergraduate proof-based courses: The role of expertise, textual coherence, and instructor modeling.- Chapter 10. Investigating strategies undergraduates and mathematicians use for enriched proof-reading experience.- Part IV: New directions for research on proof as a genre.- Chapter 11. Exploring how undergraduate students cope with learning the genre of proof: Their conception about linguistic convenctions.- Chapter 12. Microcosms in the classroom: An ethnographic study of equity in inquiry-based introduction to proof courses.- Chapter 13. Researching proof viewed as a genre of text.- Part V: New directions for research on affect and proving.- Chapter 14. In-the-moment affect and proving: Research on student emotions.- Chapter 15. The aesthetic challenge of doing visual proofs.- Part VI: Conclusion.- Chapter 16. Theoretical and methodological diversity in undergraduate mathematics education: The influence of John and Annie Selden on our field.
