Standard

How beliefs shape the selection of proofs for classroom instruction. / Sommerhoff, Daniel; Brunner, Esther; Ufer, Stefan.

Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education. ed. / Maitree Inprasitha; Narumon Changsri; Nisakorn Boonsena. Vol. 4 PME, 2021. p. 65-73.

Research output: Chapter in anthology/conference proceedingConference contribution (Article)Researchpeer-review

Harvard

Sommerhoff, D, Brunner, E & Ufer, S 2021, How beliefs shape the selection of proofs for classroom instruction. in M Inprasitha, N Changsri & N Boonsena (eds), Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education. vol. 4, PME, pp. 65-73, 44nd Conference of the International Group for the Psychology of Mathematics Education, Khon Kaen, Thailand, 19.07.21.

APA

Sommerhoff, D., Brunner, E., & Ufer, S. (2021). How beliefs shape the selection of proofs for classroom instruction. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 65-73). PME.

Vancouver

Sommerhoff D, Brunner E, Ufer S. How beliefs shape the selection of proofs for classroom instruction. In Inprasitha M, Changsri N, Boonsena N, editors, Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education. Vol. 4. PME. 2021. p. 65-73

Author

Sommerhoff, Daniel ; Brunner, Esther ; Ufer, Stefan. / How beliefs shape the selection of proofs for classroom instruction. Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education. editor / Maitree Inprasitha ; Narumon Changsri ; Nisakorn Boonsena. Vol. 4 PME, 2021. pp. 65-73

BibTeX

@inbook{4627a24fcced4724a983899aa00cc325,
title = "How beliefs shape the selection of proofs for classroom instruction",
abstract = "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{\textquoteright} 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. ",
author = "Daniel Sommerhoff and Esther Brunner and Stefan Ufer",
year = "2021",
month = jul,
language = "English",
volume = "4",
pages = "65--73",
editor = "Inprasitha, {Maitree } and Changsri, {Narumon } and Boonsena, {Nisakorn }",
booktitle = "Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education",
publisher = "PME",
note = "null ; Conference date: 19-07-2021 Through 22-07-2021",
url = "https://pme44.kku.ac.th/home/",

}

RIS

TY - CHAP

T1 - How beliefs shape the selection of proofs for classroom instruction

AU - Sommerhoff, Daniel

AU - Brunner, Esther

AU - Ufer, Stefan

PY - 2021/7

Y1 - 2021/7

N2 - 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.

AB - 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.

M3 - Conference contribution (Article)

VL - 4

SP - 65

EP - 73

BT - Proceedings of the 44nd Conference of the International Group for the Psychology of Mathematics Education

A2 - Inprasitha, Maitree

A2 - Changsri, Narumon

A2 - Boonsena, Nisakorn

PB - PME

Y2 - 19 July 2021 through 22 July 2021

ER -

ID: 1666484