Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries

Future teachers' professional knowledge on argumentation and proof: A case study from universities in three countries

• Schwarz, Björn Dept of Education, University of Hamburg, Germany
• Leung, Kui Chiu Issic The Hong Kong Institute of Education
• Buchholtz, Nils
• Kaiser, Gabriele Dept of Education, University of Hamburg, Germany
• Stillman, Gloria
• Brown, Jill
• Vale, Colleen

ZDM, 40(5), 791-811, 2008

Springer

2008

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers
• P Social Context of Education
  • PB Comparative Education

Pedagogical Content Knowledge Mathematical Content Knowledge Teacher Education Proof

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

In this paper, qualitative results of a case study about the professional knowledge in the area of argumentation and proof of future teachers from universities in three countries are described. Based on results of open questionnaires, data about the competencies these future teachers have in the areas of mathematical knowledge and knowledge of mathematics pedagogy are presented. The study shows that the majority of the future teachers at the participating universities situated in Germany, Hong Kong and Australia, were not able to execute formal proofs, requiring only lower secondary mathematical content, in an adequate and mathematically correct way. In contrast, in all samples there was evidence of at least average competencies of pedagogical content reflection about formal and pre-formal proving in mathematics teaching. However, it appears that possessing a mathematical background as mandated for teaching and having a high affinity with proving in mathematics teaching at the lower secondary level are not a sufficient preparation for teaching proof.
[Copyright © FIZ Karlsruhe 2008.]

• English

Journal Articles

• 18639690

https://bibliography.lib.eduhk.hk/en/bibs/bfd15c59

2015-11-05