Prospective Teachers' Conceptions of Proof Comprehension: Revisiting a Proof of the Pythagorean Theorem

Autor/inn/en	Zazkis, Dov; Zazkis, Rina
Titel	Prospective Teachers' Conceptions of Proof Comprehension: Revisiting a Proof of the Pythagorean Theorem
Quelle	In: International Journal of Science and Mathematics Education, 14 (2016) 4, S.777-803 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-014-9595-0
Schlagwörter	Mathematics Instruction; Mathematical Logic; Validity; Comprehension; Secondary School Teachers; Preservice Teachers; Dialogs (Language); Scripts; Mathematical Concepts + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Mathematical logics; Mathematische Logik; Gültigkeit; Verstehen; Verständnis; Dialog; Dialogs; Dialogue; Dialogues; Skript
Abstract	A significant body of research literature in mathematics education attends to mathematical proofs. However, scant research attends to proof comprehension, which is the focus of this study. We examine perspective secondary teachers' conceptions of what constitutes comprehension of a given proof and their ideas of how students' comprehension can be evaluated. These are explored using a relatively novel approach, scripted dialogues. The analysis utilizes and expands the proof comprehension framework of Mejia-Ramos, Fuller, Weber, Rhoads & Samkoff ("Educational Studies in Mathematics," 79, 3-18, 2012). We suggest that this expansion is applicable to other studies on proof comprehension. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01