Proof, proving, and teacher-student interaction: theories and contexts
Proof, proving, and teacher-student interaction: theories and contexts
This chapter focuses on the role of the teacher in teaching proof and proving in the mathematics classroom. Within an over-arching theme of diversity (of countries, curricula, student age-levels, teachers' knowledge, and so forth), we review three carefully-selected relevant theories: socio-mathematical norms, teaching with variation, and instructional exchanges. Each of these theories starts from the abstraction of observations in existing school mathematics classrooms and uses those observations to probe into the rationality of teachers in order to understand what sustains those classroom contexts and also how such contexts might be changed. We argue that each theory offers insight into the role of the teacher in the teaching and learning of proof and proving. In informing future research, this chapter provides support for meeting the challenge of theorising about the role of the teacher in the teaching and learning of proof and proving in mathematics classrooms across the diverse contexts worldwide.
pedagogy, curriculum, teaching, learning, mathematics, geometric, geometrical, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean, classroom, student, teacher, interaction, socio-mathematical norms, variation, instructional exchange, theory, theories, variation theory, teaching with variation
9789400721289
261-277
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Herbst, Patricio
6c5ae5cd-f33a-4511-87d1-d1e48998c904
September 2012
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Herbst, Patricio
6c5ae5cd-f33a-4511-87d1-d1e48998c904
Jones, Keith and Herbst, Patricio
(2012)
Proof, proving, and teacher-student interaction: theories and contexts.
In,
Hanna, Gila and de Villiers, Michael
(eds.)
Proof and Proving in Mathematics Education: the 19th ICMI Study.
(New ICMI Study Series, 15)
New York, US.
Springer, .
(doi:10.1007/978-94-007-2129-6_11).
Record type:
Book Section
Abstract
This chapter focuses on the role of the teacher in teaching proof and proving in the mathematics classroom. Within an over-arching theme of diversity (of countries, curricula, student age-levels, teachers' knowledge, and so forth), we review three carefully-selected relevant theories: socio-mathematical norms, teaching with variation, and instructional exchanges. Each of these theories starts from the abstraction of observations in existing school mathematics classrooms and uses those observations to probe into the rationality of teachers in order to understand what sustains those classroom contexts and also how such contexts might be changed. We argue that each theory offers insight into the role of the teacher in the teaching and learning of proof and proving. In informing future research, this chapter provides support for meeting the challenge of theorising about the role of the teacher in the teaching and learning of proof and proving in mathematics classrooms across the diverse contexts worldwide.
Text
Jones &Herbst_proof&interaction_2012.pdf
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Published date: September 2012
Additional Information:
The pagination of this author's version is almost identical to the published version.
Keywords:
pedagogy, curriculum, teaching, learning, mathematics, geometric, geometrical, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean, classroom, student, teacher, interaction, socio-mathematical norms, variation, instructional exchange, theory, theories, variation theory, teaching with variation
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 183005
URI: http://eprints.soton.ac.uk/id/eprint/183005
ISBN: 9789400721289
PURE UUID: 35f7b2c0-559a-4265-af6d-549732cedd5f
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Date deposited: 03 May 2011 08:21
Last modified: 14 Mar 2024 03:01
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Contributors
Author:
Patricio Herbst
Editor:
Gila Hanna
Editor:
Michael de Villiers
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