Prospective Teachers’ Approach to Reasoning and Proof: Affective and Cognitive Issues

Dorte Moeskær Larsen, Camilla Hellsten Østergaard, Jeppe Skott

Research output: Chapter in Book/Report/Conference proceedingContribution to book/anthologyResearchpeer-review


Reasoning and proof (R&P) are key elements in current reform efforts, but notorious for the problems they create for teachers. We present results from a pilot to an intervention study that seeks to alleviate these problems for prospective primary and lower secondary teachers in Denmark. The study introduces R&P in contexts that are “sufficiently close” to both academic mathematics and to instruction in school. The pilot asks if this is a feasible approach. The part of the pilot presented here consists of responses by 57 prospective teachers to a qualitative questionnaire. The results show that many feel strongly about R&P, one way or another, but also that they have considerable problems with these processes to some extent irrespectively of their affective commitment. The results of the pilot confirm our approach for the main study.
Translated title of the contributionLærerstuderendes tilgang til ræsonnementer og bevisførelse: affektive og kognitive problemstillinger
Original languageEnglish
Title of host publicationStudents' and Teachers' Values, Attitudes, Feelings and Beliefs in Mathematics Classrooms
EditorsHannah Palmer, Jeppe skott
Number of pages11
Publication date2018
ISBN (Print)978-3-319-70243-8
ISBN (Electronic)978-3-319-70244-5
Publication statusPublished - 2018


  • learning, educational science and teaching

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