The basic aim of this exploratory research study was to determine if a specific instructional strategy, that of developing scoring rubrics within a collaborative classroom setting, could be used to improve pre-service teachers facility with proofs. During the study, which occurred in a course for secondary mathematics teachers, the primary focus was on creating and implementing a scoring rubric, rather than on direct instruction about proofs. In general, the study had very mixed results. Statistically, the quantitative data indicated no significant improvement occurred in participants' ability to validate proofs. However, the qualitative results and the considerable improvement by some participants warrant further investigation of the attempted instructional technique.
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