Teachers’ Professional Learning of Teaching Proof and Proving

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

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

10 Citations (Scopus)


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
Number of pages20
Publication statusPublished - 2012

Publication series

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


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

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education


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