Relating Understanding of Inverse and Identity to Engagement in Proof in Abstract Algebra
In this research, I set out to elucidate the relationships that might exist between students' conceptual understanding upon which they draw in their proof activity. I explore these relationships using data from individual interviews with three students from a junior-level Modern Algebra course....
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Others |
| Published: |
Virginia Tech
2015
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/10919/56587 |