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Prospective teachers’ approach to reasoning and proof: affective and cognitive issues
University College Lillbaelt, Denmark.
Linnaeus University, Faculty of Technology, Department of Mathematics.
2016 (English)In: Proceeding of 22nd MAVI: 13-15 September, 2016, Växjö, International Conference on Mathematical Views (MAVI), 2016Conference paper, Published paper (Refereed)
Abstract [en]

Reasoning and proof (R&P) are key elements in current reform efforts, but notorious for the problems they create for teachers. We present results from a pilot to an intervention study that seeks to alleviate these problems for prospective primary and lower secondary teachers in Denmark. The study introduces R&P in contexts that are “sufficiently close” to both academic mathematics and to instruction in school. The pilot asks if this is a feasible approach. The part of the pilot presented here consists of responses by 57 prospective teachers to a qualitative questionnaire. The results show that many feel strongly about R&P, one way or another, but also that they have considerable problems with these processes to some extent irrespectively of their affective commitment. The results of the pilot confirm our approach for the main study.

Place, publisher, year, edition, pages
International Conference on Mathematical Views (MAVI), 2016.
Keyword [en]
mathematical reasoning, proof, teacher education
National Category
Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-61888OAI: oai:DiVA.org:lnu-61888DiVA: diva2:1085009
Conference
22nd MAVI,13-15 September, 2016, Växjö
Note

Ej belagd 170411

Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-11Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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  • sv-SE
  • Other locale
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Output format
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