id: 02356114
dt: j
an: 2003f.04833
au: Knuth, Eric J.
ti: Secondary school mathematics teachers’ conceptions of proof.
so: J. Res. Math. Educ. 33, No. 5, 379-405 (2002).
py: 2002
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: E59
ut: proof; teacher beliefs; teacher knowledge
ci:
li: doi:10.2307/4149959
ab: Summary: Recent reform efforts call on secondary school mathematics
teachers to provide all students with rich opportunities and
experiences with proof throughout the secondary school mathematics
curriculum - opportunities and experiences that reflect the nature and
role of proof in the discipline of mathematics. Teachers’ success in
responding to this call, however, depends largely on their own
conceptions of proof. This study examined 16 in-service secondary
school mathematics teachers’ conceptions of proof. Data were gathered
from a series of interviews and teachers’ written responses to
researcher-designed tasks focusing on proof. The results of this study
suggest that teachers recognize the variety of role that proof plays in
mathematics; noticeably absent, however, was a view of proof as a tool
for learning mathematics. The results also suggest that many of the
teachers hold limited views of the nature of proof in mathematics and
demonstrated inadequate understanding of what constitutes proof.
rv: