Publicação
What teachers think about mathematical proof?
| Resumo: | This paper presents a quantitative study, initial part of a larger work that also involves a qualitative component, which aims to study the conceptions of mathematics teachers in 5th to 9th grades (n=115) about mathematical proof. The results, that are based on the application of a questionnaire, show that teachers, despite their different academic backgrounds (all of them with a background in mathematics, but some performed courses with a strong pedagogical component and others with a predominant mathematical component), recognize the nature of proof and its importance in student learning, showing awareness of the need to adapt proof to students capabilities. |
|---|---|
| Autores principais: | Menezes, Luís |
| Outros Autores: | Viseu, Floriano; Martins, Paula Mendes; Gomes, Alexandra |
| Assunto: | Ciências Sociais::Ciências da Educação Ciências Naturais::Matemáticas |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | comunicação em conferência |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | This paper presents a quantitative study, initial part of a larger work that also involves a qualitative component, which aims to study the conceptions of mathematics teachers in 5th to 9th grades (n=115) about mathematical proof. The results, that are based on the application of a questionnaire, show that teachers, despite their different academic backgrounds (all of them with a background in mathematics, but some performed courses with a strong pedagogical component and others with a predominant mathematical component), recognize the nature of proof and its importance in student learning, showing awareness of the need to adapt proof to students capabilities. |
|---|