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Eric.ed.gov – Secondary-Level Student Teachers’ Conceptions of Mathematical Proof

eric.ed.gov har udgivet: Recent reforms in mathematics education have led to an increased emphasis on proof and reasoning in mathematics curricula. The National Council of Teachers of Mathematics highlights the important role that teachers’ knowledge and beliefs play in shaping students’ understanding of mathematics, their confidence in and outlook on mathematics education, and their ability to use math to solve fundamental problems. It is crucial that teachers, especially the uninitiated, understand on a deep level the mathematical concepts that they are expected to teach to adolescents. Thus, it becomes critical for teacher educators to assess the understanding and abilities of student teachers in constructing mathematical proof. The analysis in this study is based on three factors: 1) meaning of proof, 2) ideas about teaching methods on proof, and 3) ideas… Continue Reading

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tandfonline.com – Inverting the Transition-to-Proof Classroom

tandfonline.com har udgivet en rapport under søgningen “Teacher Education Mathematics”: Abstract Abstract In this paper, we examine the benefits of employing an inverted or “flipped” class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of “sociomathematical norms” and self-regulated learning strategies, are discussed along with ways that the inverted classroom can address these issues. Finally, results from the redesign of a Transition-to-Poof class at the author’s university are given and discussed. Link til kilde