The Status of Proving Among US Secondary Mathematics Teachers
The Status of Proving Among US Secondary Mathematics Teachers
复制标题
美国中学数学教师证明的现状
DOI：
10.1007/s10763-015-9638-1
复制
发表时间：
2016
影响因子：
2.2
通讯作者：
Usha Kotelawala
中科院分区：
文献类型：
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作者：
Usha Kotelawala
本报告考察了教师在中学数学课堂上对证明的态度和信念。结论是基于对78名美国数学教师的问卷调查得出的，这些教师至少有2年的中学数学教学经验。虽然这些教师把证明作为一种一般的数学技能放在重要位置，但当他们讨论自己的课堂时，对大多数高中教师来说，程序技能的重要性始终超过与证明相关的活动。此外，可以预见的是，教师将自己过去的证明经历标记为引起焦虑更有可能降低证明的价值。有趣的是，过去大学数学课程的数量是一个反向预测器，表明进一步的研究应该考虑学生在学习数学专业后对证明的看法是如何变化的。
This report examines teachers’ self-espoused attitudes and beliefs on proving in the secondary mathematics classroom. Conclusions were based on a questionnaire of 78 US mathematics teachers who had completed at least 2 years of teaching mathematics at the secondary level. While these teachers placed importance on proving as a general mathematical skill, when they discuss their own classrooms, procedural skill consistently surpasses proof-related activities in importance for a majority of high school teachers. Furthermore, teachers labeling their own past experiences in proving as causing anxiety are predictably more likely to put less value on proving. Interestingly, the quantity of past college mathematics courses is a reverse predictor indicating that further study should consider how students perceptions of proving change as they pass through a mathematics major.