Models for proof comprehension in secondary and tertiary education: Uniting the perspectives
DOI:
https://doi.org/10.18716/ojs/md/2024.1655Schlagwörter:
Leseverständnis, Beweis (Mathematik), Studienanfänger:innen, Allgemeinbildung, Wissenschaftliche BildungAbstract
In tertiary education didactics, proof comprehension has recently established itself as a growing research field. Although the models used there largely build upon each other, this article highlights inconsistencies in the consideration of different text levels. It merges the previous contributions into a unified model of proof comprehension, integrating current models from cognitive-psychological reading research. Using the example of different teaching and learning goals concerning proofs in school and university, the connectivity and the adaptivity of the unified model are demonstrated.
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Copyright (c) 2024 Verena Spratte
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.