Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries
Schwarz, Bjorn Leung, Issic K. C. Bucholtz, Nils Kaiser, Gabriele Stillman, Gloria Brown, Jill Patricia Vale, Colleen
Schwarz, Bjorn
Leung, Issic K. C.
Bucholtz, Nils
Kaiser, Gabriele
Stillman, Gloria
Brown, Jill Patricia
Vale, Colleen
Abstract
In this paper, qualitative results of a case study about the professional knowledge in the area of argumentation and proof of future teachers from universities in three countries are described. Based on results of open questionnaires, data about the competencies these future teachers have in the areas of mathematical knowledge and knowledge of mathematics pedagogy are presented. The study shows that the majority of the future teachers at the participating universities situated in Germany, Hong Kong and Australia, were not able to execute formal proofs, requiring only lower secondary mathematical content, in an adequate and mathematically correct way. In contrast, in all samples there was evidence of at least average competencies of pedagogical content reflection about formal and pre-formal proving in mathematics teaching. However, it appears that possessing a mathematical background as mandated for teaching and having a high affinity with proving in mathematics teaching at the lower secondary level are not a sufficient preparation for teaching proof.
Keywords
Date
2008
Type
Journal article
Journal
ZDM
Book
Volume
40
Issue
5
Page Range
791-811
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
School of Education
Faculty of Education and Arts
School of Education