Review reports students did not recognize the key points an exemplary lecturer presented in a proof¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In Lew et al.'s (2016) study as reviewed, students did not recognize the identified key points of a proof on convergence of Cauchy sequences, possibly because they attended only to the blackboard or to algebraic manipulations rather than the lecturer's verbal delivery. → Karavi 2022

Evidence¶

Karavi 2022¶

Karavi, Mali, & Avraamidou. (2022). Commognition as an approach to studying proof teaching in university mathematics lectures. EURASIA Journal of Mathematics, Science and Technology Education. https://doi.org/10.29333/ejmste/12173

q2 · i? · review · r2

The review reports, citing Lew et al. (2016), an analysis of one lecture's proof classified by de Villiers' purposes of proof, with student learning examined via listening, encoding, recording, and reviewing skills. The review attributes the finding that "students did not recognize the identified points on the proof".

"It appeared that students did not recognize the identified points on the proof. One possible explanation was that students paid attention only to what was written on the blackboard."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

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