PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Proving activities of abstract algebra students in a group task-based interview
Page: 903
This proposal presents data from a session of a design-based research study in which three undergraduate mathematics students compare two attempts to prove that group isomorphism preserves the abelian property. We offer examples of students’ proof construction, comprehension, and validation behaviors in a classroom-like setting. We observe that these three processes alternate and interact in this kind of teaching/learning environment. We argue this space thus provides new opportunities for investigating the relationships among the three kinds of activities to complement previous studies that isolate any one such activity.