Secondary School Mathematics Teachers' Conceptions of Proof

  • Knuth E
  • 7

    Readers

    Mendeley users who have this article in their library.
  • N/A

    Citations

    Citations of this article.

Abstract

Recent reform efforst call on secondary school matheamtics teachers to provide all students with rich opportunities and experiences with proof throughout the secondary school mathematics curriculum - opportunities and experiences that reflect the nature and role of proof in the discipline of mathematics. Teachers' success in responding to this call, however, depends largely on their own conceptions of proof. This study examined 16 in-service secondary school mathematics teachers' conceptions of proof. Data were gathered from a series of interviews and teachers' written responses to researcher-designed tasks focusing on proof. The results of this study suggest that teachers recognize the variety of roles that proof plays in mathematics; noticeably absent, however, was a view of proof as a tool for learning mathematics. The results also suggest that many of the teachers hold limited views of the nature of proof in mathematics and demonstrated inadequate understandigns of what constitutes proof.

Author-supplied keywords

  • proof
  • secondary mathematics
  • teacher beliefs
  • teacher knowledge

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

There are no full text links

Authors

  • EJ Knuth

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free