NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1105101
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: ERIC
ISSN: EISSN-2148-9955
Investigating Mathematical Knowledge for Teaching Proof in Professional Development
Lesseig, Kristin
International Journal of Research in Education and Science, v2 n2 p253-270 Sum 2016
Research documenting teachers' fragile understanding of proof and how it is advanced suggests that enhancing the role of proof in school mathematics will demand substantial teacher learning. To date, there is little research detailing what mathematical knowledge might support the teaching of proof or how professional development (PD) might afford such learning. This paper advances a framework for Mathematical Knowledge for Teaching Proof (MKT for Proof) that specifies proof knowledge across subject matter and pedagogical domains. To explore the utility of the framework, this paper examines data from four different PD settings in which teachers and leaders worked on the same proof-related task. Analysis of discussions across these four settings revealed similarities and differences in knowledge of proof made available in each setting. These findings provide a means to detail the MKT for Proof framework and demonstrate its usefulness as a tool for designing, analyzing and evaluating proof experiences in PD.
International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Elementary Secondary Education; Elementary Education; Middle Schools; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A