
02344748
j
2002b.01283
Knuth, Eric J.
Teachers' conceptions of proof in the context of secondary school mathematics.
J. Math. Teach. Educ. 5, No. 1, 6188 (2002).
2002
Springer Netherlands, Dordrecht
EN
E53
teacher conception
doi:10.1023/A:1013838713648
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.