Predicting students' approach to knowledge by analyzing misconceptions and errors students make writing proofs

Date

12/30/2016

Authors

Rice, Jennifer

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Abstract

For this quantitative research study, an existing proof rubric (Selden & Selden, 1987; Wheeler & Champion, 2011) for students’ errors and misconceptions was used to examine students’ proofs in Discrete Mathematics class. Data were collected from two classes spanning two semesters, and participants included 27 computer science majors and 35 mathematics majors. Through coding of student work, one misconception and two errors were identified and used to predict the students’ thinking methodology and its impact on proof writing abilities.

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Keywords

Education, Algorithms, Discrete mathematics, Proofs

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