PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Characterizing Self-explanations for Undergraduate Proof Comprehension
Page: 1694
A study was conducted with 11 undergraduate students in a real analysis course to further investigate important results reported by Hodds, Alcock, and Inglis (2014) on self-explanation and undergraduate proof comprehension, and by Ainsworth, S., & Burcham, S. (2007) on self-explanation and textual coherence. The main product of the current study is a framework of self-explanations in proof comprehension that takes into account students’ questions as they self-explain both high and low coherence proofs.