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Three styles characterising mathematicians’ pedagogical perspectives on proof
Mälardalen University, School of Education, Culture and Communication. (MNT)ORCID iD: 0000-0003-0120-9829
2010 (English)In: Educational Studies in Mathematics, ISSN 0013-1954, E-ISSN 1573-0816, Vol. 75, no 3, 271-291 p.Article in journal (Other academic) Published
Abstract [en]

The article describes mathematicians’ pedagogical perspectives on proof in the teaching of first year university students at a mathematics department in Sweden. A conceptual frame that was used in the data analysis combines theories about proof from earlier mathematics education research with a social practice approach of Lave and Wenger. A theoretical idealised model of three different teacher styles was constructed from the data that consist of transcripts of interviews with 13 mathematicians at the department. The model gives structure to the results and can be applied and developed when comparing teaching cultures between different departments in a country as well as between different countries.

Place, publisher, year, edition, pages
2010. Vol. 75, no 3, 271-291 p.
Keyword [en]
Proof, Mathematicians pedagogical perspectives, Transparency, University mathematics
National Category
Didactics
Research subject
Mathematics/Applied Mathematics
Identifiers
URN: urn:nbn:se:mdh:diva-11886DOI: 10.1007/s10649-010-9256-3ISI: 000292149700003Scopus ID: 2-s2.0-78149499573OAI: oai:DiVA.org:mdh-11886DiVA: diva2:400479
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Available from: 2011-02-25 Created: 2011-02-25 Last updated: 2015-02-04Bibliographically approved

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Hemmi, Kirsti
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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
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  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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  • asciidoc
  • rtf