Analyze lecturers' proof discourse for flexibility, bondedness, applicability, agentivity, objectification, and substantiability to study de-ritualization opportunities¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The paper proposes a methodological approach: researchers study proof teaching in lectures by identifying in the lecturer's discourse the characteristics that mirror desirable routine changes — the lecturer may "perform a proof with more than one ways (i.e., flexibility), make connections between the different steps of the proof (i.e., bondedness)" and further demonstrate applicability, agentivity, objectification, and substantiability. Such characteristics may motivate students to de-ritualize their proving routines and support explorative participation. Discussion with lecturers about these characteristics is also proposed to support reflection on and redesigning of their practices.

Design Implications¶

Context¶

Requirements¶

• Lecture data (transcripts of proof teaching) amenable to commognitive micro-level analysis

Constraints¶

• The approach is a proposal for future research; the paper reports no empirical test of it in university lectures

Target Learners¶

• university mathematics students in introductory courses

Target Learning Goals¶

• de-ritualization of proving routines
• explorative participation in proving

Affordances¶

• Commognition Framework Thinking As Communication

Related Strategies¶

Examples¶

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Key Sources¶

• 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