Enhancing Proof Writing via Cross-Institutional Peer Review

Dana C Ernst, Angie Hodge, Andrew Schultz

Research output: Contribution to journalArticle

Abstract

Abstract: In the Spring of 2011, two of the authors of this paper taught number theory courses at their respective institutions. Twice during the semester, students in each class submitted proofs of two to three theorems to be peer reviewed by students in the other class. Each student wrote anonymous and formal referee reports of the submitted theorems, which were then returned to the original student author. In this paper we detail the peer review process, discuss a survey that gauged student perception of peer review, and reflect on the strengths and weaknesses of this pedagogical method.

Original languageEnglish (US)
Pages (from-to)121-130
Number of pages10
JournalPRIMUS
Volume25
Issue number2
DOIs
StatePublished - Feb 15 2015
Externally publishedYes

Fingerprint

Peer Review
peer review
Number theory
Theorem
student
referee
semester
Class
Teaching
Perception

Keywords

  • inquiry-based learning
  • peer assessment
  • Peer review

ASJC Scopus subject areas

  • Mathematics(all)
  • Education

Cite this

Enhancing Proof Writing via Cross-Institutional Peer Review. / Ernst, Dana C; Hodge, Angie; Schultz, Andrew.

In: PRIMUS, Vol. 25, No. 2, 15.02.2015, p. 121-130.

Research output: Contribution to journalArticle

Ernst, Dana C ; Hodge, Angie ; Schultz, Andrew. / Enhancing Proof Writing via Cross-Institutional Peer Review. In: PRIMUS. 2015 ; Vol. 25, No. 2. pp. 121-130.
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