Publication Date

7-9-2009

Abstract

The basic aim of this exploratory research study was to determine if a specific instructional strategy, that of developing scoring rubrics within a collaborative classroom setting, could be used to improve pre-service teachers facility with proofs. During the study, which occurred in a course for secondary mathematics teachers, the primary focus was on creating and implementing a scoring rubric, rather than on direct instruction about proofs. In general, the study had very mixed results. Statistically, the quantitative data indicated no significant improvement occurred in participants' ability to validate proofs. However, the qualitative results and the considerable improvement by some participants warrant further investigation of the attempted instructional technique.

Degree Name

Mathematics

Level of Degree

Masters

Department Name

Mathematics & Statistics

First Advisor

Umland, Kristin

First Committee Member (Chair)

Ellison, James

Second Committee Member

Kitchen, Richard

Language

English

Keywords

Proof theory--Study and teaching (Secondary)--Evaluation, Mathematics--Study and teaching (Secondary)--Evaluation, Grading and marking (Students)

Document Type

Thesis

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