中学后证明导论课程中的学生意义建构：一种方法论方法的论证和概述
Student Sense-Making in Post-Secondary Introductory Proof Courses: An Argument for and Outline of a Methodological Approach
摘要：
虽然证明是中学后数学学习的一个核心组成部分，证明建设历史上造成了重大困难的学生谁打算获得数学学位在本科水平。这项工作是由详细的文献综述，一个方法论的论点，和一个描述性的研究计划，研究大学生如何使用他们的数学话语来解释证明任务，并最终参与构建证明，以应对这些任务。使用该方法的理论成果是：（a）理论模型的本科生的模式化的数学活动，以响应证明任务;（b）确定的单词，短语，或问题的特点，唤起这种模式化的活动;以及（c）确定了学生对数学概念使用的描述与教师希望学生如何思考和使用数学概念的描述的相似性和差异性。理念的
英文摘要：
While proof is a central component of postsecondary mathematical study, proof construction has historically posed significant difficulties for students who intend to earn mathematics degrees at the undergraduate level. This work is comprised of detailed literature reviews, an argument for a methodological approach, and a descriptive research plan to study how university students use their mathematical discourse to interpret proof tasks and ultimately engage in constructing proofs in response to these tasks. The theoretical outcomes of using the approach outlined therein are: (a) theorized models of undergraduate students' patterned mathematical activity in response to proof tasks; (b) identified words, phrases, or problem features that evoke this patterned activity; and (c) identified similarities and differences in students' descriptions of their uses for mathematical concepts vs. how instructors expect students to think about and use mathematical concepts.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
