Preservice Secondary Mathematics Teachers' Perceptions of Proof in the Secondary Mathematics Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).

Autor/inn/en	Lesseig, Kristin; Hine, Gregory; Boardman, Kaleinani
Titel	Preservice Secondary Mathematics Teachers' Perceptions of Proof in the Secondary Mathematics Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018).
Quelle	(2018), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teachers; Mathematics Teachers; Teacher Education Programs; Student Attitudes; Validity; Mathematical Logic; Foreign Countries; Cross Cultural Studies; Teaching Methods; Mathematics Instruction; High School Teachers; Australia; United States + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Gültigkeit; Mathematical logics; Mathematische Logik; Ausland; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; High school; High schools; Oberschule; Australien; USA
Abstract	Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to investigate how PSMTs in Australia and the United States perceive of proof in the context of secondary mathematics teaching and learning. PSMTs were able to outline various mathematical and pedagogical aspects of proof, including: purposes, characteristics, reasons for teaching, and imposed constraints. In addition, PSMTs attended to differing, though overlapping, features of proof when asked to determine the extent to which proposed arguments constituted proofs or to decide which arguments they might present to students. [For the complete proceedings, see ED606531.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01