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.
© 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/)
Whitenack, J. W.; Lovin, L. A.; and Cavey, L.
"A Case for Proof Making for Prospective Middle School Teachers,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 7
, Article 8.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol7/iss1/8