TY - JOUR
T1 - Should proof be minimal? Ms T's evaluation of secondary school students' proofs
AU - Tsamir, Pessia
AU - Tirosh, Dina
AU - Dreyfus, Tommy
AU - Barkai, Ruthi
AU - Tabach, Michal
N1 - Funding Information:
The research reported in this paper was supported by the Israel Science Foundation under grant no. 900/06.
PY - 2009/3
Y1 - 2009/3
N2 - Calls for reform in mathematics education around the world state that proofs should be part of school mathematics at all levels. Turning these calls into a reality falls on teachers' shoulders. This paper focuses on one secondary school teacher's reactions to students' suggested proofs and justifications in elementary number theory. To determine whether the justifications are acceptable, the teacher used not only her SMK regarding mathematical aspects, but also her PCK about what a student giving this justification might know or not know. A discussion of the findings is followed by some questions that arise.
AB - Calls for reform in mathematics education around the world state that proofs should be part of school mathematics at all levels. Turning these calls into a reality falls on teachers' shoulders. This paper focuses on one secondary school teacher's reactions to students' suggested proofs and justifications in elementary number theory. To determine whether the justifications are acceptable, the teacher used not only her SMK regarding mathematical aspects, but also her PCK about what a student giving this justification might know or not know. A discussion of the findings is followed by some questions that arise.
KW - Elementary number theory
KW - Pedagogical content knowledge
KW - Proofs
KW - Subject matter knowledge
KW - Teacher knowledge
UR - http://www.scopus.com/inward/record.url?scp=67349276647&partnerID=8YFLogxK
U2 - 10.1016/j.jmathb.2009.04.002
DO - 10.1016/j.jmathb.2009.04.002
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AN - SCOPUS:67349276647
VL - 28
SP - 58
EP - 67
JO - Journal of Mathematical Behavior
JF - Journal of Mathematical Behavior
SN - 0732-3123
IS - 1
ER -