A Case for Proof Making for Prospective Middle School Teachers

Authors

J. W. Whitenack, James Madison University
L. A. Lovin, James Madison University
L. Cavey, James Madison University

Publication Date

2004

Abstract

In this article, we discuss how we, as mathematics teacher educators, might help our prospective middle school teachers develop a disposition toward mathematics that involves making sound arguments and, more generally, making proofs about mathematical ideas. First, we illustrate what we mean by making sound mathematical proofs. We then use this definition to characterize what ninety-two prospective middle school teachers consider to be proof making, based on a survey that we administered in their first mathematics course. Following our findings, we discuss how we, as teacher educators, might realign our instruction to provide opportunities for prospective teachers to develop new understandings about proof making.

Volume

7

Issue

1

First Page

29

Last Page

36

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/7VNE-8177

Recommended Citation

Whitenack, J. W.; Lovin, L. A.; and Cavey, L. (2004) "A Case for Proof Making for Prospective Middle School Teachers," Journal of Mathematics and Science: Collaborative Explorations: Vol. 7: No. 1, Article 8.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol7/iss1/8