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
62-67
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
19 June 2010
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), .
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.
Text
Jones-role_teacher_proof_geometry_2010
- Accepted Manuscript
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: http://eprints.soton.ac.uk/id/eprint/417848
ISSN: 1463-6840
PURE UUID: e8f9d193-ebbf-4770-a15f-48031d1f4b1b
Catalogue record
Date deposited: 15 Feb 2018 17:30
Last modified: 28 Oct 2023 08:37
Export record
Download statistics
Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
View more statistics
