Proof for Some but Not for All

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-3 - Exploring Teachers' Mathematics Knowledge

Abstract

Despite recommendations from scholars and professional organizations in the mathematics education community, evidence suggests that secondary mathematics teachers are marginalizing lower level students by not providing adequate proof experiences. Without access to proof, students have limited access the culture, language, and heritage of the discipline of mathematics as well as future opportunities that arise from that access. This paper will present partial results of a large scale quantitative study that investigated more than 300 in-service secondary mathematics teachers’ conceptions of and practices with mathematical proof. Recommendations are made to suggest how mathematics education can improve upon the situation in an effort to move towards justice for all of our students.

Author

• Brian J Frasier, Merrimack College