Analysis of Preservice Middle-grades Mathematics Teachers’ Proof Writing
Location
Session 2 Presentations - Mathematics Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
Reasoning and proof play a key role in school and college mathematics education. Previous studies have shown a lack of consistent exposure in preservice middle-grades mathematics teachers’ (PMMTs’) learning of formal proof writing. This lack of exposure can lead to inadequacies in the understanding and use of proof techniques and a possible failure to identify the importance of proof in mathematics in general. Some common problems in PMMTs’ proof writing are using empirically justified reasoning instead of deductive reasoning techniques and misunderstanding the logic of theorems by starting the proof from a false hypothesis. However, there is not much literature that addresses detailed analysis of the errors in PMMTs’ writing of formal proofs. The purpose of this study is to examine the errors in PMMTs’ proof writing in the context of a college geometry course for PMMTs and analyze the underlying misconceptions. Findings are expected to advance our knowledge of PMMTs’ conceptions of reasoning and proof and provide suggestions on possible improvements in PMMT preparation programs. Preliminary findings will be shared at our presentation.
Keywords
reasoning and proof, geometry, preservice middle-grades mathematics teachers
Professional Bio
Dr. Tuyin An is an Assistant Professor of Mathematics Education at Georgia Southern University (GS). She is interested in teaching and learning of mathematical reasoning and proof and pre-service mathematics teachers’ content knowledge. She is a Service, Teaching, and Research (STaR) Fellow in the Association of Mathematics Teacher Educators (AMTE), a Project NExT (New Experiences in Teaching) Fellow in the Mathematical Association of America (MAA), and a Scholarship of Teaching and Learning (SoTL) Fellow at GS. She earned her M.A. in Mathematics Education from New York University and Ph.D. in Mathematics Education from Purdue University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
An, Tuyin and Zimerle, Ian, "Analysis of Preservice Middle-grades Mathematics Teachers’ Proof Writing" (2021). Georgia Educational Research Association Conference. 36.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/36
Analysis of Preservice Middle-grades Mathematics Teachers’ Proof Writing
Session 2 Presentations - Mathematics Education
Reasoning and proof play a key role in school and college mathematics education. Previous studies have shown a lack of consistent exposure in preservice middle-grades mathematics teachers’ (PMMTs’) learning of formal proof writing. This lack of exposure can lead to inadequacies in the understanding and use of proof techniques and a possible failure to identify the importance of proof in mathematics in general. Some common problems in PMMTs’ proof writing are using empirically justified reasoning instead of deductive reasoning techniques and misunderstanding the logic of theorems by starting the proof from a false hypothesis. However, there is not much literature that addresses detailed analysis of the errors in PMMTs’ writing of formal proofs. The purpose of this study is to examine the errors in PMMTs’ proof writing in the context of a college geometry course for PMMTs and analyze the underlying misconceptions. Findings are expected to advance our knowledge of PMMTs’ conceptions of reasoning and proof and provide suggestions on possible improvements in PMMT preparation programs. Preliminary findings will be shared at our presentation.
