Proof Summary and Proof Comprehension

Abstract

Proof summaries have recently been discussed from two perspectives: as a strategy to promote proof comprehension and as an instrument to measure it. To gain deeper insight into the construct of proof summaries, this study investigates their relation to prior knowledge and performance on a multiple-choice proof comprehension test. Sixty advanced undergraduates watched a proof video and completed either a summary followed by a test or the reverse. Analyses showed no meaningful correlation between summary scores and test performance, suggesting the two assessments capture different constructs. Regression analyses indicate that summarizing may be beneficial for students with higher prior knowledge, which has implications for teaching practice.

Keywords

proof comprehensionproof-reading strategysummarizingassessment

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