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UPPER SECONDARY SCHOOL TEACHERS' VIEWS OF PROOF AND THE RELEVANCE OF PROOF IN TEACHING MATHEMATICS
Stockholm Univ, Stockholm, Sweden..
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.ORCID iD: 0000-0003-0120-9829
2011 (English)In: 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, p. 253-262Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
UNIV RZESZOW PUBLISHING HOUSE , 2011. p. 253-262
Keywords [en]
Mathematical proof, teachers' views, community of practice, reification, participation
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mdh:diva-40511ISI: 000399737700022OAI: oai:DiVA.org:mdh-40511DiVA, id: diva2:1240780
Conference
7th Congress of the European-Society-for-Research-in-Mathematics-Education (ERME)
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2018-08-22Bibliographically approved

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Hemmi, Kirsti

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