Secondary School Mathematics Teachers' Conceptions of Proof

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Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving (2008, background): “Examples include the modes of argumentation associated with the principle of mathematical induction (Harel, 2002; Knuth, 2002; Movshovitz-Hadar, 1993; Stylianides, Stylianides, & Philippou, 2007), the contraposition equivalence rule (Stylianides, Stylianides, & Philippou, 2004), and the construction”
Enacting proof-related tasks in middle school mathematics: Challenges and opportunities (2010, background): “Considering the results of Knuth’s (2002b) research on secondary school teachers’ beliefs about the value of proving in school mathematics, it is likely that, in response to time constraints, teachers would tend to minimize time spent on proving activities.”
PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING (2013, background): “Second, many teachers, even secondary mathematics teachers, believe that proof is beyond the capabilities of their students (Knuth, 2002).”
A Look Inside Mathematics Coaching: Roles, Content, and Dynamics (2014, methodology): “The three categories (Roles and Responsibilities, Content of Coaching Sessions, and Dynamics of Coaching Interactions) and the indicators that describe each category (see Table 3) were applied as external codes for an initial sorting of the data (Knuth, 2002).”