Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example

Preservice and novice teachers’ knowledge on preformal proofs: Triangle postulate as an example

• Leung, Kui Chiu Issic The Education University of Hong Kong
• Lee, Chun Yeung The Education University of Hong Kong

Mathematics Teacher Education and Development, 19(2), 51-80, 2017

Mathematics Education Research Group of Australasia

2017

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Mathematical Knowledge for Teaching Preservice Teachers Preformal Proofs Teachers’ Knowledge for Proof and Proving Triangle Postulate

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

By considering the example of proving the triangle postulate, this study aimed to explore Hong Kong preservice and novice teachers' knowledge competencies and their beliefs about preformal and formal proofs. The findings revealed that such teachers are not proficient in using preformal proofs and do not realize that preformal proofs are a useful tool for connecting abstract geometrical concepts with concrete meanings. We conclude by providing strategies for teachers to use preformal proofs effectively in their teaching of geometric propositions. Copyright © 2017 Mathematics Education Research Group of Australasia, Inc

• English

Journal Articles

• 14423901

https://bibliography.lib.eduhk.hk/bibs/d982451d

2018-09-10