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• W3174398516 abstract "The capability of pre-service teachers to teach mathematical reasoning depends on the quality of their proof conceptions. This qualitative study focuses proof conceptions of middle school pre-service mathematics teachers. To this end, this study employed a phenomenographic approach to identify the variation in pre-service teachers’ experience of proof. Analysis of semi-structured interviews revealed five qualitatively different categories: proof is (a) a way of problem-solving, (b) a means for understanding, (c) explaining thinking in a convincing way, d) validating conjectures using logical arguments, and (e) a means for discovery of mathematics. This study contributes to the pedagogical knowledge about a framework of proof conceptions. Results may be used to promote the quality of the mathematics teacher preparation programs." @default.
• W3174398516 created "2021-07-05" @default.
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• W3174398516 date "2021-06-27" @default.
• W3174398516 modified "2023-10-01" @default.
• W3174398516 title "A Phenomenographic Investigation of Middle School Pre-service Mathematics Teachers' Conceptions of Proof" @default.
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• W3174398516 doi "https://doi.org/10.17522/balikesirnef.939068" @default.
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