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Title: 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.
Authors:
;
Award ID(s):
1711163
Publication Date:
NSF-PAR 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 (PME-NA)
Page Range or eLocation-ID:
711- 714
Sponsoring Org:
National Science Foundation
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