P[07]'s response to Q1.

Contexts in source publication

Context 1

... it can also be seen -and this is what we mainly intended to discern in the students' scripts -as being about applying a previously established theorem, namely, the converse of the claim proved in Q2a. We designed Q1, Q2, Q4-Q6 as relatively demanding for students at this early stage of their encounter with proving tasks on purpose, to: mitigate against "yield [ing] an overoptimistic image of the students' proof fluency" (Kanellos et al., 2018, p. 281); and, "to give tasks that, although familiar to the students, somewhat challenged them and invited them to deploy their emerging proving skills, while also engaging with substantial manipulation of mathematical notation" (ibid.). The students were allowed two successive lesson periods (approximately 100 min) for producing their responses. ...

Context 2

... denotes "participant number n". Across Figures 1-5, where necessary, the student's writing has been translated from Greek to English. ...

Context 3

... (Figure 1) sets out from calculating a value for a and a value for b, substitutes these values in a ...