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The role of the teacher in teaching proof and proving in geometry

The role of the teacher in teaching proof and proving in geometry
The role of the teacher in teaching proof and proving in geometry
It remains the case that the geometry component of the school mathematics curriculum is viewed as providing key opportunities for teachers to develop learners’ capacity for deductive reasoning and proving (as well as their spatial and visualisation capabilities). Nevertheless international research consistently shows that teaching the key ideas of proof and proving to all students is not an easy task. Through a consideration of an example of classroom teaching, this paper scrutinises a selection of theoretical frameworks that may afford greater insight into, and greater explanatory power on, the role of the teacher in the teaching of proof and proving in geometry. The brief sketches provided of three relevant theoretical frameworks (the theory of socio-mathematical norms, the theory of teaching with variation, and the theory of instructional exchanges) illustrate the fact that there is much scope for further suitably designed research studies.
mathematics, education, teaching, proof, proving, geometry
1463-6840
62-67
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f

Jones, Keith (2010) The role of the teacher in teaching proof and proving in geometry. Proceedings of the British Society for Research into Learning Mathematics, 30 (2), 62-67.

Record type: Article

Abstract

It remains the case that the geometry component of the school mathematics curriculum is viewed as providing key opportunities for teachers to develop learners’ capacity for deductive reasoning and proving (as well as their spatial and visualisation capabilities). Nevertheless international research consistently shows that teaching the key ideas of proof and proving to all students is not an easy task. Through a consideration of an example of classroom teaching, this paper scrutinises a selection of theoretical frameworks that may afford greater insight into, and greater explanatory power on, the role of the teacher in the teaching of proof and proving in geometry. The brief sketches provided of three relevant theoretical frameworks (the theory of socio-mathematical norms, the theory of teaching with variation, and the theory of instructional exchanges) illustrate the fact that there is much scope for further suitably designed research studies.

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Jones-role_teacher_proof_geometry_2010 - Accepted Manuscript
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More information

Published date: 19 June 2010
Additional Information: Copyright of the published version is with the author.
Keywords: mathematics, education, teaching, proof, proving, geometry

Identifiers

Local EPrints ID: 417848
URI: https://eprints.soton.ac.uk/id/eprint/417848
ISSN: 1463-6840
PURE UUID: e8f9d193-ebbf-4770-a15f-48031d1f4b1b
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 15 Feb 2018 17:30
Last modified: 14 Mar 2019 01:53

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