USING COMPOSITION TECHNIQUES TO IMPROVE CLASSROOM INSTRUCTION AND STUDENTS' UNDERSTANDING OF PROOF

This paper describes an effort to incorporate standard composition exercises into a sophomore-level discrete mathematics class. It provides an example of how peer review can be integrated with a mathematical curriculum through the writing of proofs.

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Bibliographic Details
Published in:PRIMUS : problems, resources, and issues in mathematics undergraduate studies resources, and issues in mathematics undergraduate studies, 2002, Vol.12 (3), p.239-246
Main Author: Goff, Christopher Dale
Format: Article
Language:English
Subjects:
Communication (Thought Transfer)
composition techniques
Concept Formation
Course Content
Critical Thinking
Discrete Mathematics
Higher Education
Individualized Instruction
Instructional Design
mathematical writing
Mathematics Instruction
Peer Evaluation
Peer review
Proof (Mathematics)
Student Attitudes
Teaching Methods
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Description
Summary:This paper describes an effort to incorporate standard composition exercises into a sophomore-level discrete mathematics class. It provides an example of how peer review can be integrated with a mathematical curriculum through the writing of proofs.
ISSN:1051-1970
1935-4053
DOI:10.1080/10511970208984031