| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 220.42 KB | Adobe PDF |
Advisor(s)
Abstract(s)
This paper presents a quantitative study, initial part of a larger work that also involves a qualitative component, which aims to study the conceptions of mathematics teachers in 5th to 9th grades (n=115) about mathematical proof. The results, that are based on the application of a questionnaire, show that teachers, despite their different academic backgrounds (all of them with a background in mathematics, but some performed courses with a strong pedagogical component and others with a predominant mathematical component), recognize the nature of proof and its importance in student learning, showing awareness of the need to adapt proof to students capabilities
Description
Keywords
mathematical proof teachers
Citation
Menezes, L., Viseu, F., Martins, P. M., & Gomes, A. (2015). What teachers think about mathematical proof?. Quaderni di Ricerca in Didattica (Mathematics). Supplemento n.2 25(1), 169-175.
Publisher
Departimento di Matematica e Informatica, University of Palermo, Italy