Commognition as an approach to studying proof teaching in university mathematics lectures
Thomais Karavi 1 * , Angeliki Mali 1, Lucy Avraamidou 1
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1 University of Groningen, Groningen, THE NETHERLANDS* Corresponding Author

Abstract

In this position paper, we propose commognition for the study of proof teaching at university lectures through an integrative literature review. We critically examine studies that focused on proof teaching but did not use the commognitive framework. Through this examination, we gain an understanding of the pedagogical aspects of proof teaching and address gaps in the literature. After we introduce the key principles of the commognitive framework, we review a set of studies that used commognition for the investigation of lecture-type teaching in higher education. In reviewing these studies, we pay special attention to the added value of the use of commognition. We conclude by proposing an approach to the study of proof teaching by using the commognitive framework. This approach offers insights into opportunities provided by lecturers for the de-ritualization of proving routines.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 7, Article No: em2132

https://doi.org/10.29333/ejmste/12173

Publication date: 25 Jun 2022

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Article Downloads: 332

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