id: 02344748
dt: j
an: 2002b.01283
au: Knuth, Eric J.
ti: Teachers’ conceptions of proof in the context of secondary school
mathematics.
so: J. Math. Teach. Educ. 5, No. 1, 61-88 (2002).
py: 2002
pu: Springer Netherlands, Dordrecht
la: EN
cc: E53
ut: teacher conception
ci:
li: doi:10.1023/A:1013838713648
ab: Current reform efforts in the United States are calling for substantial
changes in the nature and role of proof in secondary school mathematics
- changes designed to provide all students with rich opportunities and
experiences with proof throughout the entire secondary school
mathematics curriculum. This study examined 17 experienced secondary
school mathematics teachers’ conceptions of proof from their
perspectives as teachers of school mathematics. The results suggest
that implementing ’proof for all’ may be difficult for teachers;
teachers viewed proof as appropriate for the mathematics education of a
minority of students. The results further suggest that teachers tended
to view proof in a pedagogically limited way, namely, as a topic of
study rather than as a tool for communicating and studying mathematics.
Implications for mathematics teacher education are discussed in light
of these findings.
rv: