Knowledge mobilised in a teaching experiment about conjecturing and proving by elementary preservice teachers
Résumé
This paper presents preliminary results of the implementation of a teaching experiment designed to promote reasoning and proving processes with elementary preservice teachers. The teaching experiment deals with the inscribed angle theorem. It has been designed following the principles of task design for conjecturing and proving of Lin et al. (2012), and it tries to generate the intellectual need of deductive reasonings. Using the Mathematics Teachers’ Specialised Knowledge (MTSK) model as an analytical tool, we have analysed the productions of the participants to detect and characterise the mathematical knowledge deployed by them during the task. Then, we use these results to reflect about the potential and limitations of the teaching experiment. Here, we present the results of the analysis of a pair of preservice teachers, whose behaviour was more aligned with the objective of the teaching experiment.
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