Student sensemaking of proofs at various distances: the role of epistemic, rhetorical, and ontological distance in the peer review process
Student sensemaking of proofs at various distances: the role of epistemic, rhetorical, and ontological distance in the peer review process
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学生在不同距离下对证明的理解：认知、修辞和本体论距离在同行评审过程中的作用
DOI：
10.1007/s10649-020-10010-3
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发表时间：
2020
影响因子：
3.2
通讯作者：
M. Pilgrim
中科院分区：
文献类型：
--
作者：
D. Reinholz;M. Pilgrim
这份手稿关注的是学生如何理解校样。参与者是在为数学教师开设的研究生级别的真实分析课程中，对彼此试图证明的证据进行同行评议的学生。基于会话分析中距离的概念，我们区分了学生和特定主张之间的三种类型的距离(认知、修辞和本体论)如何影响感觉的产生。本文还探讨了学生的感官加工对他们的证据知觉的影响。
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.