Reasoning and proving in mathematics teacher education
2016 (English)In: Presented at ERME Topic Conference: Mathematics teaching, resources and teacher professional development, 5-7 October, 2016, Berlin, 2016Conference paper, Presentation (Refereed)
There is evidence for recommendations to link mathematics teacher education (MTE) closely to school mathematics and to emphasise proving why rather than proving that when teaching reasoning and proof (R&P) in schools. In spite of that we suggest not to take the implication that MTE focuses on proving why to extremes. We outline the background, framework, and results of a pilot to an intervention study that seeks to address the problems of R&P in MTE. The results suggest that teachers face more problems with R&P than expected and have difficulties just selecting situations from school in need of a mathematical justification, let alone developing justifications and supporting their students’ learning of R&P. This supports our suggestion that a dual emphasis on proving that and proving why is needed in MTE.
Place, publisher, year, edition, pages
Mathematics teacher education, reasoning and proof, Patterns of Participation (PoP), proving that – proving why.
Research subject Pedagogics and Educational Sciences
IdentifiersURN: urn:nbn:se:lnu:diva-61890OAI: oai:DiVA.org:lnu-61890DiVA: diva2:1085013
ERME Topic Conference: Mathematics teaching, resources and teacher professional development, 5-7 October, 2016, Berlin