id: 06618355
dt: j
an: 2016e.00145
au: Kotelawala, Usha
ti: The status of proving among US secondary mathematics teachers.
so: Int. J. Sci. Math. Educ. 14, No. 6, 1113-1131 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht
la: EN
cc: C29 E50 D30
ut: justification; proofs; secondary mathematics teachers; teacher beliefs;
teacher preparation
ci:
li: doi:10.1007/s10763-015-9638-1
ab: Summary: This report examines teachersâ€™ self-espoused attitudes and
beliefs on proving in the secondary mathematics classroom. Conclusions
were based on a questionnaire of 78 US mathematics teachers who had
completed at least 2~years of teaching mathematics at the secondary
level. While these teachers placed importance on proving as a general
mathematical skill, when they discuss their own classrooms, procedural
skill consistently surpasses proof-related activities in importance for
a majority of high school teachers. Furthermore, teachers labeling
their own past experiences in proving as causing anxiety are
predictably more likely to put less value on proving. Interestingly,
the quantity of past college mathematics courses is a reverse predictor
indicating that further study should consider how students perceptions
of proving change as they pass through a mathematics major.
rv: