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  • MATHEMATICAL KNOWLEDGE FOR TEACHING PROOF: COMPARING SECONDARY TEACHERS, PRE-SERVICE TEACHERS AND UNDERGRADUATE STEM MAJORS
Title: MATHEMATICAL KNOWLEDGE FOR TEACHING PROOF: COMPARING SECONDARY TEACHERS, PRE-SERVICE TEACHERS AND UNDERGRADUATE STEM MAJORS
It has been suggested that integrating reasoning and proof in mathematics teaching requires a special type of teacher knowledge - Mathematical Knowledge for Teaching Proof (MKT-P). Yet, several important questions about the nature of MKT-P remain open, specifically, whether MKT-P is a type of knowledge specific to teachers, and whether MKT-P can be improved through intervention. We explored these questions by comparing performance on an MKT-P questionnaire of in-service secondary mathematics teachers, undergraduate STEM majors, and pre-service secondary mathematics teachers. The latter group completed the questionnaire twice- before and after participating in a capstone course, Mathematical Reasoning and Proving for Secondary Teachers. Our data suggest that MKT-P is indeed a special kind of knowledge specific to teachers and it can be improved through interventions.  more » « less
Award ID(s):
1711163
PAR ID:
10356259
Author(s) / Creator(s):
; ; ;
Editor(s):
Olanoff, D.; Johnson, K.; Spitzer, S.
Date Published:
Journal Name:
Proceedings of the 43rd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Page Range / eLocation ID:
427 – 436
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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