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Preservice Teacher Beliefs About Proofs
Author(s) -
Mingus Tabitha T. Y.,
Grassl Richard M.
Publication year - 1999
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1999.tb17506.x
Subject(s) - mathematical proof , mathematics education , sample (material) , mathematical logic , psychology , mathematics , chemistry , geometry , chromatography , algorithm
This article describes a study of backgrounds, beliefs, and attitudes of teachers about proofs. Thirty preservice elementary teachers enrolled in a mathematics content course and 21 secondary mathematics teachers in an abstract algebra course were surveyed. The study explored four issues: preservice teachers' experiences/exposure to proof, their beliefs about what constitutes a proof and the role of proof in mathematics, and their beliefs about when proof should be introduced in grades K‐12. Results of the survey are described as a means for discussing the backgrounds and beliefs future teachers hold with regard to teaching proofs in their own classrooms. Finally, a short collection of sample explorations and questions, which could be used to encourage the thinking and writing of proofs in grades K‐12, is provided. One of these questions was posed to 215 secondary students; examples of their reasoning and a discussion of the various techniques employed by the students are included.