Abstract
This article presents a research apparatus for investigating and making sense of stories that emerge from feedback that mathematicians provide on students’ proofs. Using the commognitive framework, the notion of didactical discourse on proof is developed as a lens for conceptualizing mathematicians’ practice of feedback provision. The notion is accompanied by a tentative organizational frame, within which didacticians and mathematicians can operate as partners. The methodological affordances of this apparatus are illustrated with a case study of a research topologist, who taught a small, graduate course in topology. The emerged characteristics of her feedback and discourse are situated in the literature and used to sketch future research avenues.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
