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Balancing proving that and proving why in mathematics teacher education
Linnaeus University, Faculty of Technology, Department of Mathematics.
2016 (English)In: Presented at Sydostkonferensen i matematik, 25 augusti, 2016, Växjö, 2016Conference paper, Presentation (Other academic)
Abstract [en]

Mathematical reasoning and proving (R&P) are notoriously difficult for students at all  school levels as well as for many prospective teachers for elementary school. The latter is particularly worrying as current recommendations for school mathematics emphasise R&P as significant in their own right and as ways of supporting students’ learning of important mathematical contents. I outline the background and rationale to an intervention study that seeks to develop prospective elementary teachers’ own proficiency with reasoning and proving as well as their ways of working with these processes when teaching. The pilot to the intervention suggests that the research participants faced even greater difficulties than anticipated. We suggest balancing proving that and proving why in mathematics teacher education to address these difficulties, using tasks that arise or may be developed from school classrooms.

Place, publisher, year, edition, pages
2016.
Keyword [en]
Mathematical reasoning, proving that, proving why, mathematics teacher education
National Category
Didactics
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-61904OAI: oai:DiVA.org:lnu-61904DiVA: diva2:1085054
Conference
Sydostkonferensen i matematik, 25 augusti, 2016, Växjö
Available from: 2017-03-27 Created: 2017-03-27 Last updated: 2017-04-05Bibliographically 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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Language
  • de-DE
  • en-GB
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Output format
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