Learning to teach to reason: Reasoning and proving in mathematics teacher education

Jeppe Skott, Dorte Moeskær Larsen, Camilla Hellsten Østergaard

Publikation: Bidrag til bog/antologi/rapportBidrag til bog/antologiForskningpeer review

Abstract

There is evidence for recommendations to link mathematics teacher education (MTE) closely to school mathematics and to emphasize proving why rather than proving that when teaching reasoning and proving (R&P) in schools. In spite of that, we suggest not to take the implication that MTE focuses on proving why to extremes. We outline the background, framework and results of a pilot to an intervention study that seeks to address the problems of R&P in MTE. The results suggest that teachers face more problems with R&P than expected and have difficulties selecting classroom situations in need of a mathematical justification, let alone developing justifications and supporting their students’ learning of R&P. This supports our suggestion that a dual emphasis on proving that and proving why is needed in MTE
OriginalsprogEngelsk
TitelProfessional Development and Knowledge of Mathematics Teachers
Antal sider18
UdgivelsesstedLondon
ForlagRoutledge, Francis & taylor
Publikationsdato2020
Sider44
Kapitel4
ISBN (Elektronisk)9781003008460
StatusUdgivet - 2020

Emneord

  • Uddannelse, professioner og erhverv

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