PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Observing students’ moment-by-moment reading of mathematical proof activity
Page: 164
This study presents findings from a series of interviews in which we observed undergraduate students’ moment-by-moment Reading of Mathematical Proof (ROMP) activity. This methodology is adapted from a validated assessment of narrative reading comprehension developed by cognitive psychologists. We demonstrate the fruitfulness of the method by describing four relatively novel phenomena that we observed in our interviews, and highlight ROMP activities that seemed to distinguish less productive and more productive readers