Using Student Critique in a Mathematics Classroom

Abstract

This poster describes activities that use peer review of student work in a semi-flipped mathematics course to enhance student understanding. By recognizing shared learning objectives for formal arguments in sophomore level composition courses, introductory proof-writing, and calculus courses, we designed an inquiry-based collaborative activity that prompted students--both in small groups and as a class--to identify, apply, and critique key elements in constructing valid arguments and supporting those arguments in both disciplinary contexts.