Teachers’ attitudes towards proof of mathematical results in the secondary school curriculum: The case of zimbabwe
Teachers’ attitudes towards proof of mathematical results in the secondary school curriculum: The case of zimbabwe
复制标题
教师对中学课程中数学成绩证明的态度：津巴布韦的案例
DOI：
--
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
G. Buzuzi
中科院分区：
文献类型：
--
作者：
L. Nyaumwe;G. Buzuzi
本研究调查了中学数学课程中教师对证明的态度。这项研究的动机是希望填补现有的文献中存在的差距，教师的态度证明。34名中学数学教师的反应，李克特型问卷和访谈，总结了使用五个主题的效用，积极的态度，证明的方法，消极的态度，和适合的水平的学生进行证明。教师们对技术作为一种证明方法持中立态度，不同意口头证明是证明数学主张可行性的有效方法。结果的影响进行了讨论，以促进教师如何实施以学习者为中心的改革的辩论使用的背景下，津巴布韦的教室。
This study investigated teachers’ attitudes towards proofs in the secondary school mathematics curriculum. The study was motivated by a desire to fill a gap existing in the literature in relation to teachers’ attitudes towards proofs. Thirty-four secondary school mathematics teachers’ responses to a Likert type questionnaire and interviews were summarised using the five themes of utility, positive attitudes, methods of proof, negative attitudes, and suitability of level of students to perform proofs. The teachers expressed neutral attitudes on technology as a method of proof and disagreed that verbal proof was a valid method for proving the viability of mathematical claims. The implications of the results are discussed using the context of Zimbabwean classrooms with a view to promote debate on how teachers could implement learner-centred reform.