Comprehension tests in mathematics

By J. Conradie, J. Frith. 2000

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Mathematicians’ perspectives on their pedagogical practice with respect to proof (2012, background): “Having adequate assessments of students’ proof comprehension can be useful for professors to evaluate their teaching and, as Conradie and Frith [45] argue, can provide students’ direction into how a proof should be read.”
Self-explanation training improves proof comprehension (2014, methodology): “This model is built on the work of Conradie and Frith (2000) and Yang and Lin (2008) and is consistent with other comments by mathematicians on questions that one might set in order to establish whether a student has understood a proof (e.”
An assessment model for proof comprehension in undergraduate mathematics (2011, unknown): “Furthermore, Conradie and Frith (2000), Rowland (2001), Schoenfeld (1988), and Weber (2011) have argued that students’ comprehension of a given proof is often measured by asking them to reproduce it or modify it slightly to prove an analogous theorem, even though these types of assessments offer onl”