Teachers' Conceptions of Proof in the Context of Secondary School Mathematics
By Eric J. Knuth. 2002
241 citations recorded by the source corpus.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/bab735b941a33e299fb28ce73ea2cdc7b974d912
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Andreas J. Stylianides
- Y. Ko
- Kristen N. Bieda
- Annie Selden
- J. Selden
- O. Zaslavsky
- Kirsti Hemmi
- Keith Weber
In Statistics and Probability
- Andreas J. Stylianides
- Y. Ko
- Kristen N. Bieda
- Annie Selden
- J. Selden
- O. Zaslavsky
- Kirsti Hemmi
- Keith Weber
Citations in the corpus
- Enacting proof-related tasks in middle school mathematics: Challenges and opportunities (2010, background): “forms of proof that can be employed to justify an argument (Knuth, 2002b).”
- Proof and Proving in School Mathematics (2007, background): “For example, there is evidence that teachers’ conceptions of the meaning of proof influence the ways in which they both interpret policy recommendations about proof and relate these recommendations with their practice ( Knuth, 2002b ).”
- Approaching Proof in a Community of Mathematical Practice (2008, background): “There are also studies about students’ and teachers’ beliefs and conceptions about proof (Almeida, 2000; Chazan, 1993; Dreyfus, 2000; Knuth, 2002) and the role of logic and/or structure in understanding and constructing proofs (Leron, 1983; Selden & Selden, 1995).”
- Undergraduate Students’ Understanding of Proof: Relationships Between Proof Conceptions, Beliefs, and Classroom Experiences with Learning Proof (2015, unknown): “…that examined similar constructs with students of younger levels (e.g., Healy and Hoyles 2000), pre-service teachers’ conceptions of proof (e.g., Knuth 2002a, b; Martin and Harel 1989), and undergraduate students’ ability to judge validity of proofs (e.g., Morris 2002; Selden and Selden 2003).”
- MATHEMATICS TEACHERS’ CONCEPTIONS OF PROOF: IMPLICATIONS FOR EDUCATIONAL RESEARCH (2010, background): “Indeed, mathematics teachers’ conceptions of proof are usually affected by undergraduate mathematics courses in which they learn the context of proof in mathematics (Blanton, Stylianou & David, 2009; Knuth, 2002b; Smith, Nichols, Yoo & Oehler, 2009).”
- Making the Connection: Overcoming Students' Difficulties in Learning to Understand and Construct Proofs (2007, unknown): “develop the belief that checking several examples constitutes proof (Knuth, 2002a).”
- Students' Conceptions of a Mathematical Definition (2005, background): “However, although many studies address students’ or teachers’ conceptions of proof (e.g., Fischbein, 1982; Hoyles, 1997; Knuth, 2002), few studies investigate students’ conceptions of a mathematical definition.”