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Advisor(s)
Abstract(s)
In this paper we present part of an ongoing investigation that aims at disclosing the conceptions of proof held by future elementary school teachers. Using a qualitative and interpretative approach, we analyzed data from 66 questionnaires and results show that almost all participants recognize the formal aspect of an algebraic proof but they also accept some examples as proof.
Description
Keywords
Mathematics proof Future teachers’ conceptions
Citation
Gomes, A., Viseu, F., Martins, P.M.,& Menezes, L. (2015). Is this a proof? Future teachers’ conceptions of proof. In Pre-Proceedings of CIEAEM 67, Acosta, Italy.