• Daniel Sommerhoff
  • Esther Brunner
  • Stefan Ufer
When implementing argumentation and proof in classrooms, selecting specific proofs for a claim is an important teacher activity. Although mathematics-related beliefs are discussed as shaping the selection process, there is so far only limited quantitative data for these claims. The present research thus examined how teacher students’ endorsement of six mathematics-related beliefs influenced their selection of experimental, operative, and formal-deductive proofs. Data from N = 183 participants suggest that their endorsement of mathematics-related beliefs only partially impacts the selection of different types of proof. Moreover, after controlling for proof construction skills, only effects related to mathematics as a process of inquiry were significant. Effects of beliefs thus appear to be less profound then indicated by prior qualitative studies.
Original languageEnglish
Title of host publicationProceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education
EditorsMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
Number of pages8
Volume4
PublisherPME
Publication date07.2021
Pages65-73
ISBN (Electronic)978-616-93830-0-0
Publication statusPublished - 07.2021
Externally publishedYes
Event44nd Conference of the International Group for the Psychology of Mathematics Education - Khon Kaen, Thailand
Duration: 19.07.202122.07.2021
https://pme44.kku.ac.th/home/

ID: 1666484