Prospective Teachers’ Conceptions of Proof Comprehension: Revisiting a Proof of the Pythagorean Theorem

Dov Zazkis, Rina Zazkis

Research output: Contribution to journalArticle

Abstract

A significant body of research literature in mathematics education attends to mathematical proofs. However, scant research attends to proof comprehension, which is the focus of this study. We examine perspective secondary teachers’ conceptions of what constitutes comprehension of a given proof and their ideas of how students’ comprehension can be evaluated. These are explored using a relatively novel approach, scripted dialogues. The analysis utilizes and expands the proof comprehension framework of Mejia-Ramos, Fuller, Weber, Rhoads & Samkoff (Educational Studies in Mathematics, 79, 3–18, 2012). We suggest that this expansion is applicable to other studies on proof comprehension.

Original languageEnglish (US)
Pages (from-to)777-803
Number of pages27
JournalInternational Journal of Science and Mathematics Education
Volume14
Issue number4
DOIs
StatePublished - May 1 2016
Externally publishedYes

Fingerprint

Pythagorean theorem
Prospective Teachers
comprehension
teacher
mathematics
Mathematics Education
Expand
dialogue
education
student

Keywords

  • proof
  • proof comprehension
  • proof scripts
  • Pythagorean theorem

ASJC Scopus subject areas

  • Education
  • Mathematics(all)

Cite this

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