Preparing Prospective Secondary Teachers to Teach Mathematical Reasoning and Proof: The Case of the Role of Examples in Proving

Autor/inn/en	Buchbinder, Orly; McCrone, Sharon
Titel	Preparing Prospective Secondary Teachers to Teach Mathematical Reasoning and Proof: The Case of the Role of Examples in Proving
Quelle	In: ZDM: Mathematics Education, 55 (2023) 4, S.779-792 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buchbinder, Orly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-023-01493-4
Schlagwörter	Preservice Teachers; Secondary Education; Mathematics Instruction; Thinking Skills; Abstract Reasoning; Mathematics Skills; Mathematical Concepts; Mathematical Logic; Validity; Models; Capstone Experiences; Pedagogical Content Knowledge; Instructional Effectiveness; Evidence; Knowledge Level; Teaching Skills; Skill Development + Suchen Sie Ihr Suchwort? Sekundarbereich; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Abstraktes Denken; Denken; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Gültigkeit; Analogiemodell; Pädagogische Kompetenz; Unterrichtserfolg; Evidenz; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Mathematics teacher education programs in the United States are charged with preparing prospective secondary teachers (PSTs) to teach reasoning and proving across grade levels and mathematical topics. Although most programs require a course on proof, PSTs often perceive it as disconnected from their future classroom practice. Our design research project developed a capstone course "Mathematical Reasoning and Proving for Secondary Teachers" and systematically studied its effect on PSTs' content and pedagogical knowledge specific to proof. This paper focuses on one course module--"Quantification and the Role of Examples in Proving," a topic which poses persistent difficulties to students and teachers alike. The analysis suggests that after the course, PSTs' content and pedagogical knowledge of the role of examples in proving increased. We provide evidence from multiple data sources: pre-and post-questionnaires, PSTs' responses to the in-class activities, their lesson plans, reflections on lesson enactment, and self-report. We discuss design principles that supported PSTs' learning and their applicability beyond the study context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01