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Resumo(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.
Descrição
Palavras-chave
Teachers Mathematics Proof
Contexto Educativo
Citação
Menezes, L., Viseu, F., Martins, P.M., & Gomes, A. (2015). What teachers think about mathematical proof?. In Pre-Proceedings of CIEAEM 67, Acosta, Italy.