Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives

Artigo2021Acervo Histórico

Samuel Otten ORCID; Mitchelle Mbete Wambua ORCID; Rajendran Govender ORCID

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Resumo

Reasoning-and-proving is a crucial part of students’ mathematical experiences in secondary school. There is scholarly debate, however, on the extent to which proving at the secondary level needs to be formal and whether all students should be held to disciplinary standards of rigor. In this study, we investigated the notion of “proof for all” from the perspective of secondary mathematics teachers. We analyzed, using the framework of practical rationality, the justifications teachers gave for whether or not all students should learn proof. Based on interviews with twenty-one secondary teachers from a socioeconomically-diverse set of schools, we found that teachers differ in their opinions of who should learn proving but they were similar in their feelings of obligation toward individual student learning; some teachers cited obligations to individual students as a justification for teaching proving to all students and others cited those obligations as a justification for not teaching proving to some students. We also share teachers’ perspective with regard to their obligations to the discipline, educational institutions, interpersonal dynamics among students, and the worldly relevance of mathematics education.

Dados da obra

Tipo: Artigo
Periódico: International Electronic Journal of Mathematics Education, v. 16, n. 3, p. em0662
Ano: 2021 (2021-10-21)
Idioma: en
Palavras-chave: reasoning and proving; secondary mathematics teachers; teacher perceptions; practical rationality; formal proof; mathematics education; socioeconomic diversity
DOI: 10.29333/iejme/11298
ISSN: 1306-3030
Licença: cc-by
Acesso: Download disponível
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
OTTEN, Samuel; WAMBUA, Mitchelle Mbete; GOVENDER, Rajendran. Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives. International Electronic Journal of Mathematics Education, v. 16, n. 3, p. em0662, 2021. DOI: https://doi.org/10.29333/iejme/11298.

APA

Otten, S., Wambua, M. M., & Govender, R. (2021). Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives. International Electronic Journal of Mathematics Education, 16(3), em0662. https://doi.org/10.29333/iejme/11298

BibTeX

@article{otten2021,
  author = {Otten, Samuel and Wambua, Mitchelle Mbete and Govender, Rajendran},
  title = {Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives},
  year = {2021},
  journal = {International Electronic Journal of Mathematics Education},
  volume = {16},
  number = {3},
  pages = {em0662},
  doi = {10.29333/iejme/11298},
  language = {en}
}

RIS

TY  - JOUR
AU  - Otten, Samuel
AU  - Wambua, Mitchelle Mbete
AU  - Govender, Rajendran
TI  - Who Should Learn Proving and Why: An Examination of Secondary Mathematics Teachers’ Perspectives
PY  - 2021
JO  - International Electronic Journal of Mathematics Education
VL  - 16
IS  - 3
SP  - em0662
DO  - 10.29333/iejme/11298
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS