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Creators/Authors contains: "Dawkins, PC"

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  1. ; ; ; (, Psychology in Mathematics Education - North America)
    In transition to proof courses for undergraduates, we conducted teaching experiments supporting students to learn logic and proofs rooted in set-based meanings. We invited students to reason about sets using three representational systems: set notation (including symbolic expressions and set-builder notation), mathematical statements (largely in English), and Euler diagrams. In this report, we share evidence regarding how these three representations provided students with tools for reasoning and communicating about set relationships to explore the logic of statements. By analyzing student responses to tasks that asked them to translate between the representational systems, we gain insight into the accessibility and productivity of these tools for such instruction. 
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  2. ; ; ; (, PMENA)
    Accepted Manuscript Full Text Available