
05877764
j
2011b.00484
Tabach, Michal
Barkai, Ruthi
Tsamir, Pessia
Tirosh, Dina
Dreyfus, Tommy
Verbal justificationis it a proof? Secondary school teachers' perceptions.
Int. J. Sci. Math. Educ. 8, No. 6, 10711090 (2010).
2010
Springer Netherlands, Dordrecht
EN
E59
C29
F69
teacher knowledge about proofs
verbal proof
verbal justification
secondary school teacher views
elementary number theory
empirical investigations
educational research
doi:10.1007/s1076301092307
Summary: According to reform documents, teachers are expected to teach proofs and proving in school mathematics. Research results indicate that high school students prefer verbal proofs to other formats. We found it interesting and important to examine the position of secondary school teachers with regard to verbal proofs. Fifty high school teachers were asked to prove various elementary number theory statements, to write correct and incorrect proofs that students may use, and to evaluate given justifications to statements from elementary number theory. While all the participants provided correct proofs to the statements, our findings indicate that teachers are not aware of students' preference for verbal justifications. Also, about half of the teachers rejected correct verbal justifications. They claimed that these justifications lacked generality and are mere examples.