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UPPER SECONDARY SCHOOL TEACHERS' VIEWS OF PROOF AND THE RELEVANCE OF PROOF IN TEACHING MATHEMATICS
Stockholm Univ, Stockholm, Sweden..
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.ORCID-id: 0000-0003-0120-9829
2011 (engelsk)Inngår i: PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7) / [ed] Pytlak, M Rowland, T Swoboda, E, UNIV RZESZOW PUBLISHING HOUSE , 2011, s. 253-262Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

This paper reports some results from a case-study on five Swedish upper secondary school teachers' views of proof. We describe the teachers' views of what constitutes proof and focus particularly on their views on the role and relevance of proof in teaching mathematics. We identified two basically different ways of relating to the teaching of proof in our data that consists of interview transcripts and protocols of observations of lessons. We discuss these views from a socio-cultural perspective on learning and Wenger's concepts of community of practice, reification and participation.

sted, utgiver, år, opplag, sider
UNIV RZESZOW PUBLISHING HOUSE , 2011. s. 253-262
Emneord [en]
Mathematical proof, teachers' views, community of practice, reification, participation
HSV kategori
Identifikatorer
URN: urn:nbn:se:mdh:diva-40511ISI: 000399737700022OAI: oai:DiVA.org:mdh-40511DiVA, id: diva2:1240780
Konferanse
7th Congress of the European-Society-for-Research-in-Mathematics-Education (ERME)
Tilgjengelig fra: 2018-08-22 Laget: 2018-08-22 Sist oppdatert: 2018-08-22bibliografisk kontrollert

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