TY - JOUR
T1 - Future teachers' professional knowledge on argumentation and proof
T2 - a case study from universities in three countries
AU - Schwarz, Björn
AU - Leung, Issic K.C.
AU - Buchholtz, Nils
AU - Kaiser, Gabriele
AU - Stillman, Gloria
AU - Brown, Jill
AU - Vale, Colleen
PY - 2008/12/1
Y1 - 2008/12/1
N2 - 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 preformal 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.
AB - 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 preformal 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.
KW - Mathematical content knowledge
KW - Pedagogical content knowledge
KW - Proof
KW - Teacher education
UR - https://www.scopus.com/pages/publications/79957965319
U2 - 10.1007/s11858-008-0150-8
DO - 10.1007/s11858-008-0150-8
M3 - Article
AN - SCOPUS:79957965319
SN - 1863-9690
VL - 40
SP - 791
EP - 811
JO - ZDM - International Journal on Mathematics Education
JF - ZDM - International Journal on Mathematics Education
IS - 5
ER -