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ERIC Number: EJ905072
Record Type: Journal
Publication Date: 2010-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-1571-0068
Mathematics Teachers' Conceptions of Proof: Implications for Educational Research
Ko, Yi-Yin
International Journal of Science and Mathematics Education, v8 n6 p1109-1129 Dec 2010
Current mathematics education reforms devoted to reasoning and proof highlight its importance in pre-kindergarten through grade 12. In order to provide students with opportunities to experience and understand proof, mathematics teachers must have a solid understanding of proofs themselves. In light of this challenge, a growing number of researchers around the world have started to investigate mathematics teachers' conceptions of proof; however, much more needs to be done. Drawing on lessons learned from research and curricular recommendations from around the world, the main purpose of this paper is to review the literature on elementary and secondary mathematics teachers' conceptions of proof and discuss international implications.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A