Teachers’ Professional Learning of Teaching Proof and Proving

Fou Lai Lin, Kai Lin Yang, Jane Jane Lo, Pessia Tsamir, Dina Tirosh, Gabriel Stylianides

Research output: Chapter in Book/Report/Conference proceedingChapter

7 Citations (Scopus)

Abstract

This chapter reviews studies on teachers’ professional learning of teaching proof and proving. From them we conceptualise three essential components of successful teaching: teachers’ knowledge of proof, proof practices and beliefs about proof. With respect to each component, we examine research studies of primary and secondary teachers. We also discuss the challenges teachers may face in teaching proof and proving, as well as teachers’ professional learning activities. Throughout, we argue that the three components are interrelated in successful teaching of proof and proving. This argument raises a new challenge for further research.

Original languageEnglish
Title of host publicationNew ICMI Study Series
PublisherSpringer
Pages327-346
Number of pages20
DOIs
Publication statusPublished - 2012 Jan 1

Publication series

NameNew ICMI Study Series
Volume15
ISSN (Print)1387-6872
ISSN (Electronic)2215-1745

Keywords

  • Mathematical Induction
  • Mathematics Teacher
  • Primary Teacher
  • Prospective Teacher
  • Teacher Educator

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education

Fingerprint Dive into the research topics of 'Teachers’ Professional Learning of Teaching Proof and Proving'. Together they form a unique fingerprint.

  • Cite this

    Lin, F. L., Yang, K. L., Lo, J. J., Tsamir, P., Tirosh, D., & Stylianides, G. (2012). Teachers’ Professional Learning of Teaching Proof and Proving. In New ICMI Study Series (pp. 327-346). (New ICMI Study Series; Vol. 15). Springer. https://doi.org/10.1007/978-94-007-2129-6_14