Relationships between interaction, definitions, and proof
Abstract
This study examines the relation between student definitions and students abilities to prove Analytic Geometric theorems in a high school Algebra II course. The author reviews sociological viewpoints of learning and uses them as a basis to analyze aspects of interaction, including those between a student and a teacher and between a student and his/her peers, to determine their affect on the construction of meanings for terminology. Analysis of the group activity reveals that three student types may exist during a group activity. A 5 point rubric based on the van Hiele levels is used to score the definitions and a rubric that focuses on what the student accomplished is used for grading the proofs. The results of this study show evidence that interaction is important in the construction of the meanings of terms, and it also demonstrates that students with certain definitions and definition types will be more successful in making progress toward proving a conjecture.
Subject Area
Mathematics education
Recommended Citation
Moreno, German Alonso, "Relationships between interaction, definitions, and proof" (2003). ETD Collection for University of Texas, El Paso. AAIEP10590.
https://scholarworks.utep.edu/dissertations/AAIEP10590