"I would (not) teach proof, because it is (not) relevant to exams": changing beliefs about teaching proof

Lee, Gabriel Chun-Yeung

Abstract

Experts in mathematics education agree that reasoning and proof are essential and should be made central to learning mathematics. However, some school teachers tend to focus on procedural skills because of different beliefs unfavourable for the teaching of proof. To encourage teachers to teach proof, I developed and studied an intervention for preservice teachers in Hong Kong. In this paper, I report the findings of this study regarding changing Hong Kong preservice teachers’ beliefs about teaching proof, particularly their beliefs about the relevance of proof to examinations.

• Conference Name: welfth Congress of the European Society for Research in Mathematics Education (CERME12)
• Conference Location: Online
• Start Date: Feb 2, 2022
• End Date: Feb 5, 2022
• Acceptance Date: Oct 17, 2022
• Publication Date: 2022-02
• Deposit Date: May 11, 2024
• Publicly Available Date: May 15, 2024
• Series Title: CERME proceedings series
• Public URL: https://nottingham-repository.worktribe.com/output/34634444
• Publisher URL: https://hal.science/hal-03746854v2