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In earlier work, Hodds, Alcock, and Inglis (Journal for Research in Mathematics Education, 45(1), 62–101, 2014) demonstrated that undergraduates’ use of self-explanation can increase their comprehension of proofs. In this chapter, I explore this issue further, raising future avenues for research with the use of self-explanation for proof comprehension.

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Incorporating Self-Explanation in Undergraduate Proof-Based Courses: The Role of Expertise, Textual Coherence, and Instructor Modeling

  • 章节

  • 发表日期：

    2025年

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  • Kristen Amman

摘要

In earlier work, Hodds, Alcock, and Inglis (Journal for Research in Mathematics Education, 45(1), 62–101, 2014) demonstrated that undergraduates’ use of self-explanation can increase their comprehension of proofs. In this chapter, I explore this issue further, raising future avenues for research with the use of self-explanation for proof comprehension.