Student Sensemaking of Proofs at Various Distances: The Role of Epistemic, Rhetorical, and Ontological Distance in the Peer Review Process

Autor/inn/en	Reinholz, Daniel L.; Pilgrim, Mary E.
Titel	Student Sensemaking of Proofs at Various Distances: The Role of Epistemic, Rhetorical, and Ontological Distance in the Peer Review Process
Quelle	In: Educational Studies in Mathematics, 106 (2021) 2, S.211-229 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reinholz, Daniel L.) ORCID (Pilgrim, Mary E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-020-10010-3
Schlagwörter	Validity; Mathematical Logic; Mathematics Instruction; Mathematics Teachers; Teaching Methods; Discourse Analysis; Graduate Students; Inservice Teacher Education; Epistemology; Role; Peer Evaluation; Cognitive Processes + Suchen Sie Ihr Suchwort? Gültigkeit; Mathematical logics; Mathematische Logik; Mathematics lessons; Mathematikunterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehrerfortbildung; Erkenntnistheorie; Rollen; Cognitive process; Kognitiver Prozess
Abstract	This manuscript focuses on how students make sense of proofs. Participants were students who engaged in peer-review conferences of each other's attempted proofs in a graduate-level real analysis course for mathematics teachers. Building on the concept of distance from conversational analysis, we distinguish how three types of distance (epistemic, rhetorical, and ontological) between a student and a particular claim influence sensemaking. This article also explores the impact of students' sensemaking on their perceptions of proof. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01