Teaching mathematical proof at secondary school: an exploration of pre-service teachers’ situative beliefs
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Kristin Lesseig [1] ; Gregory Hine [2]
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[1] Washington State University
Washington State University
Estados Unidos
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[2] The University of Notre Dame Australia
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 53, Nº. 9, 2022, págs. 2465-2481
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to explore PSMTs’ knowledge and beliefs about proof and proof teaching in the context of secondary mathematics teaching and learning. Six cases (PSMTs’ survey responses) were purposively selected from an entire data set comprising participants from the United States and Australia. Using a situative learning perspective as the theoretical framework, the authors developed a sensible belief system [Leatham, K. R. (2006). Viewing mathematics teachers’ beliefs as sensible systems. Journal of Mathematics Teacher Education, 9(1), 91–102. https://doi.org/10.1007/s10857-006-9006-8] for sampled PSMTs and inductively conceptualized how their knowledge of and orientations toward proof acted as a function of their teaching and learning contexts. Furthermore, an analysis of data revealed that PSMTs’ knowledge and beliefs about proof are multifaceted, dynamic and evolving as they engage with proof in their various contexts.
