Future teachers' professional knowledge on argumentation and proof: a case study from universities in three countries.

Autor/inn/en	Schwarz, Björn; Leung, Issic K.C.; Buchholtz, Nils; Kaiser, Gabriele; Stillman, Gloria; Brown, Jill; Vale, Colleen
Titel	Future teachers' professional knowledge on argumentation and proof: a case study from universities in three countries.
Quelle	In: ZDM : mathematics education, 40 (2008) 5, S. 791-811 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-008-0150-8
Schlagwörter	Wissen; Pädagogische Fähigkeit; Empirische Forschung; Lehrerausbildung; Lehrerbildung; Mathematikunterricht; Beweis; Beweisen
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.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/2