Student sensemaking of proofs at various distances: the role of epistemic, rhetorical, and ontological distance in the peer review process

This manuscript focuses on how students make sense of proofs. Participants were students who engaged in peer-review conferences of each other’s attempted proofs in a graduate-level real analysis course for mathematics teachers. Building on the concept of distance from conversational analysis, we dis...

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Veröffentlicht in:	Educational studies in mathematics 2021-02, Vol.106 (2), p.211-229
Hauptverfasser:	Reinholz, Daniel L., Pilgrim, Mary E.
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Sprache:	eng
Schlagworte:	Cognitive Processes Discourse Analysis Education Epistemology Graduate Students Inservice Teacher Education Mathematical Logic Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Ontology Peer Evaluation Role Students Teaching Methods Validity
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container_title	Educational studies in mathematics
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creator	Reinholz, Daniel L. Pilgrim, Mary E.
description	This manuscript focuses on how students make sense of proofs. Participants were students who engaged in peer-review conferences of each other’s attempted proofs in a graduate-level real analysis course for mathematics teachers. Building on the concept of distance from conversational analysis, we distinguish how three types of distance (epistemic, rhetorical, and ontological) between a student and a particular claim influence sensemaking. This article also explores the impact of students’ sensemaking on their perceptions of proof.
doi_str_mv	10.1007/s10649-020-10010-3
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subjects	Cognitive Processes Discourse Analysis Education Epistemology Graduate Students Inservice Teacher Education Mathematical Logic Mathematics Mathematics Education Mathematics Instruction Mathematics Teachers Ontology Peer Evaluation Role Students Teaching Methods Validity
title	Student sensemaking of proofs at various distances: the role of epistemic, rhetorical, and ontological distance in the peer review process
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