Student teachers' conceptions of mathematical proof


Jones, K. (1997) Student teachers' conceptions of mathematical proof. Mathematics Education Review, 9, 21-32.

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Description/Abstract

The successful teaching of mathematical proof depends crucially on the subject knowledge of mathematics teachers. Yet the knowledge that teachers have of mathematics has become a matter of major concern in both pre-service and in-service teacher education. While this debate has largely focused on primary teachers, much less has been said about the subject knowledge of secondary mathematics teachers. This paper reports on an initial analysis of a small-scale investigation into trainee secondary mathematics teachers’ conceptions of mathematical proof. This preliminary analysis suggests that while the least well qualified trainee secondary teachers may have the poorest grasp of mathematical proof, the most highly qualified may not necessarily have the specific kind of subject matter knowledge needed for the most effective teaching.

Item Type: Article
Additional Information: The pagination of this pre-print is almost identical to the published version.
ISSNs: 1353-5080 (print)
Keywords: pedagogy, curriculum, teaching, learning, proof, proving, mathematics, mathematical, University, research, graduate, trainee, teacher, student, PGCE
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
ePrint ID: 41245
Date Deposited: 11 Aug 2006
Last Modified: 27 Mar 2014 18:26
Contact Email Address: d.k.jones@soton.ac.uk
URI: http://eprints.soton.ac.uk/id/eprint/41245

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