Preservice Secondary Mathematics Teachers' Conceptions of the Nature of Theorems in Geometry

Autor/in	An, Tuyin
Titel	Preservice Secondary Mathematics Teachers' Conceptions of the Nature of Theorems in Geometry
Quelle	(2017), (138 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Purdue University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-5379-5
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Education; Validity; Mathematical Logic; Secondary School Students; Secondary School Teachers; Secondary School Mathematics; Mathematics Teachers; Preservice Teachers; Geometry; Mathematics Skills; Interviews; Mathematical Concepts; Concept Formation; Case Studies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematische Bildung; Gültigkeit; Mathematical logics; Mathematische Logik; Sekundarschüler; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geometrie; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interviewing; Interviewtechnik; Concept learning; Begriffsbildung; Case study; Fallstudie; Case Study
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01