PROCEEDINGS OF THE 17TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2014
Denver, Colorado
Supporting Students To Construct Proofs: An Argument Assessment Tool
Page: 430
Engaging students in the construction of proofs often does not include conversations about what does and does not count as proof, to the detriment of the students. The critiques of student-generated arguments should be communicated in a language common to instructor and student; such a language can be developed via an assessment tool that is accessible to both parties. This paper describes the development of an argument assessment tool that will be useful for instructors and researchers both to assess students’ and participants’ ability to construct proofs and to communicate those assessments. The tool is introduced and two assessed student arguments are shared to illustrate the tool’s application. Future work with the argument assessment tool will include its use in a classroom as an instructional tool for establishing a common language for instructor and students and providing the foundation for discussions about proof production.