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’more »
Taking proof into secondary classrooms – supporting future mathematics teachers
For reasoning and proof to become a reality in mathematics classrooms, it is important to prepare teachers who have knowledge and skills to integrate reasoning and proving in their teaching. Aiming to enhance prospective secondary teachers’ (PSTs) content and pedagogical knowledge related to proof, we designed and studied a capstone course Mathematical Reasoning and Proving for Secondary Teachers. This paper describes the structure of the course and illustrates how PSTs’ interacted with its different components. The PSTs first strengthened their content knowledge, then developed and taught in local schools a lesson incorporating proof components. Initial data analyses show gains in PSTs’ knowledge for teaching proof and dispositions towards proving, following their participation in the course.
 Award ID(s):
 1711163
 Publication Date:
 NSFPAR ID:
 10091259
 Journal Name:
 Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PMENA)
 Page Range or eLocationID:
 711 714
 Sponsoring Org:
 National Science Foundation
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