"I would (not) teach proof, because it is (not) relevant to exams": changing beliefs about teaching proof
Résumé
Experts in mathematics education agree that reasoning and proof are essential and should be made central to learning mathematics. However, some school teachers tend to focus on procedural skills because of different beliefs unfavourable for the teaching of proof. To encourage teachers to teach proof, I developed and studied an intervention for preservice teachers in Hong Kong. In this paper, I report the findings of this study regarding changing Hong Kong preservice teachers’ beliefs about teaching proof, particularly their beliefs about the relevance of proof to examinations.
Domaines
Mathématiques [math]
Origine : Fichiers produits par l'(les) auteur(s)