PME-NA

Selecting Proofs to Convince, Understand, and Teach: Secondary Mathematics Teachers’ Criteria

• In Event: Selecting Proofs to Convince, Understand, and Teach: Secondary Mathematics Teachers’ Criteria

Description

Proof is a fundamental component of mathematics and plays different roles in mathematics (De Villiers, 1999). However, the various roles of proof are mostly unfamiliar to secondary school mathematics teachers (Knuth, 2002a). This study examines 20 pre-service and seven in-service secondary mathematics teachers’ criteria when selecting proofs for different purposes: to convince, understand, and teach. We analyzed the reasoning behind teachers’ proof selections through a survey conducted during a Research Experience for Undergraduates (REU). Our results indicate teachers use a variety of reasons when they select proof to convince, understand, or teach; Proof Structure was the most emphasized aspect for Convince, while Reason, Explain, and Justification stood out for Understand. Additionally, Accessibility and Visualization were key aspects highlighted for teaching proof.

Authors

• Seyedehkhadijeh Azimi Asmaroud, Virginia State University

• Oscar Chavez, Illinois State University

• David Barker, Illinois State University

• Yi-Yin Ko, Indiana State University