id: 06083902
dt: a
an: 2012e.00497
au: Cabassut, Richard; Conner, AnnaMarie; İşçimen, Filyet Aslı;
Furinghetti, Fulvia; Jahnke, Hans Niels; Morselli, Francesca
ti: Conceptions of proof ‒ in research and teaching.
so: Hanna, Gila (ed.) et al., Proof and proving in mathematics education. The
19th ICMI study. Berlin: Springer (ISBN 978-94-007-2128-9/hbk;
978-94-007-2129-6/ebook). New ICMI Study Series 15, 169-190 (2012).
py: 2012
pu: Berlin: Springer
la: EN
cc: E50 C20 C30 E20
ut: proof conceptions; conceptions from empirical research; mathematics
education; role of proofs; beliefs of proofs; metaknowledge
ci:
li: doi:10.1007/978-94-007-2129-6_7
ab: Summary: This article first analyses and compares mathematicians’ and
mathematics educators’ different conceptualisations of proof and
shows how these are formed by different professional backgrounds and
research interests. This diversity of views makes it difficult to
precisely explain what a proof is, especially to a novice at proving.
In the second section, we examine teachers’, student teachers’ and
pupils’ proof conceptions and beliefs as revealed by empirical
research. We find that the teachers’ beliefs clearly revolve around
the questions of what counts as proof in the classroom and whether the
teaching of proof should focus on the product or on the process. The
third section discusses which type of metaknowledge about proof
educators should provide to teachers and thus to students, how they can
do this and what the intrinsic difficulties of developing adequate
metaknowledge are.
rv: