RUME 26
2024
Omaha, Nebraska
Learner vs. Mathematical Perspectives: Pre-Service Secondary Mathematics Teachers’ Interpretations of Roles of Proof
Page: 1298
Despite the importance of proof that plays in teaching and learning mathematics, pre-service secondary mathematics teachers’ difficulties with proof are well-documented. One of the primary challenges pre-service secondary mathematics teachers (PSMTs) face in learning proof is that they might not appreciate various roles of proof in mathematics. Given that PSMTs play a critical role in shaping their future students’ experiences with proof and proving, we seek to better understand how PSMTs’ interpretations of the verification, explanation, discovery, systemization, and communication roles of proof align or misalign with that of the discipline (as represented in De Villiers’ (1990) seminal work).