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We discuss two proof evaluation activities meant to promote the acquisitionof learning behaviors of professional mathematics within an introductoryundergraduate proof-writing course. These learning behaviors include theability to read and discuss mathematics critically, reach a consensus oncorrectness and clarity as a group, and verbalize what qualities ``good``proofs possess. The first of these two activities involves peer review and thesecond focuses on evaluating the quality of internet resources. All of theactivities involve groupwork and reflective discussion questions to developstudents' experience with these practices of professional mathematics.

Reflective Groupwork for Introductory Proof-Writing Courses