Preservice Secondary Mathematics Teachers' Conceptions of the Nature of Theorems in Geometry
Abstract
It is widely accepted by the field of mathematics education that proof and reasoning should be integrated into students’ mathematical experiences across all grades and across a breadth of content areas. However, studies have shown that both secondary students and teachers have encountered difficulties with learning and teaching geometry proofs. By adopting a collective case study design, this study aims at understanding preservice secondary mathematics teachers’ (PSMTs) conceptions of the nature of theorems (NoT) in geometry in order to help them develop their proof writing ability more effectively. Each of the three participants took part in a task-based interview session individually. Two products were generated from the study, including knowledge about PSMTs' current conceptions of the NoT and a set of tasks designed as an analytical tool for unpacking their conceptions.
Degree
Ph.D.
Advisors
Kenney, Purdue University.
Subject Area
Mathematics education|Mathematics|Teacher education
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