TY - JOUR
T1 - Prospective Teachers’ Conceptions of Proof Comprehension
T2 - Revisiting a Proof of the Pythagorean Theorem
AU - Zazkis, Dov
AU - Zazkis, Rina
N1 - Publisher Copyright:
© 2014, Ministry of Science and Technology, Taiwan.
PY - 2016/5/1
Y1 - 2016/5/1
N2 - 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.
AB - 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.
KW - Pythagorean theorem
KW - proof
KW - proof comprehension
KW - proof scripts
UR - http://www.scopus.com/inward/record.url?scp=84962920755&partnerID=8YFLogxK
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U2 - 10.1007/s10763-014-9595-0
DO - 10.1007/s10763-014-9595-0
M3 - Article
AN - SCOPUS:84962920755
SN - 1571-0068
VL - 14
SP - 777
EP - 803
JO - International Journal of Science and Mathematics Education
JF - International Journal of Science and Mathematics Education
IS - 4
ER -