For reasoning and proving to become a reality in mathematics classrooms, preservice teachers (PSTs) must develop knowledge and skills for creating lessons that engage students in proofrelated activities. Supporting PSTs in this process was among the goals of a capstone course: Mathematical Reasoning and Proving for Secondary Teachers. During the course, the PSTs designed and implemented in local schools four lessons that integrated within the regular secondary curriculum one of the four proof themes discussed in the course: quantification and the role of examples in proving, conditional statements, direct proof and argument evaluation, and indirect reasoning. In this paper wemore »
Mathematical Reasoning and Proving for Prospective Secondary Teachers.
The designbased research approach was used to develop and study a novel capstone course: Mathematical Reasoning and Proving for Secondary Teachers. The course aimed to enhance prospective secondary teachers’ (PSTs) content and pedagogical knowledge by emphasizing reasoning and proving as an overarching approach for teaching mathematics at all levels. The course focused on four proofthemes: quantified statements, conditional statements, direct proof and indirect reasoning. The PSTs strengthened their own knowledge of these themes, and then developed and taught in local schools a lesson incorporating the prooftheme within an ongoing mathematical topic. Analysis of the firstyear data shows enhancements of PSTs’ content and pedagogical knowledge specific to proving.
 Award ID(s):
 1711163
 Publication Date:
 NSFPAR ID:
 10091258
 Journal Name:
 Proceedings of the 21st Annual Conference of the Research in Undergraduate Mathematics Education, Special Interest Group of the Mathematical Association of America
 Page Range or eLocationID:
 115128
 Sponsoring Org:
 National Science Foundation
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