Abstract
Writing mathematical proofs is a key component of writing in the discipline in mathematics. Historically, many students have struggled in pursuing this endeavor, particularly during their early exposure to the process. To help students progress toward the goal of being able to consistently create well-written proofs, I present an incremental approach used in a course for elementary education majors who are concentrating in mathematics. This approach uses daily low-stakes writing assignments. Using this instructional technique, I found that student engagement improved and that, overall, better mathematical proofs were written. One more instructor at my institution has already adopted the same methods, and I expect more to do so.
- Journal
- Prompt: A Journal of Academic Writing Assignments
- Published
- 2019-01-04
- DOI
- 10.31719/pjaw.v3i1.30
- CompPile
- Open Access
- OA PDF Gold
- Topics
-
- Export
- BibTeX RIS
Citation context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related articles
-
Rhetoric & Public Affairs Mar 2024Jin R. Choi
-
Business and Professional Communication Quarterly Feb 2024Entrepreneurial Mindsets & Rhetorical Canons: Enhancing Business Communication Pedagogy via Cross-disciplinary Theory, Praxis ↗Josie A. Burks; Craig E. Armstrong
-
Philosophy & Rhetoric Jul 2023Nathaniel A. Rivers
-
Philosophy & Rhetoric Oct 2022Rachel Stroup
-
Rhetoric & Public Affairs Sep 2022Christopher Tindale