PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Students’ repsonses to di↵ering prompts for reasoning and proof tasks
Page: 1123
Students are engaged in various reasoning and proving tasks corresponding to the increased emphasis on reasoning and proving in mathematics education. Students routinely encounter differing language present in prompts for these reasoning and proving tasks. The semantic meaning of the language used in these prompts is not usually explicitly discussed and thus may cause inconsistencies in students’ responses to these tasks and in the assessment of their work. The preliminary results imply Calculus I students have various conceptions for prompts such as “prove”, “explain”, “show”, and “convince”. This poster will focus on students’ various conceptions on the two prompts “prove” and “show.”