說明 
298 p 
附註 
Source: Dissertation Abstracts International, Volume: 6805, Section: A, page: 1855 

Thesis (Ph.D.)The Pennsylvania State University, 2007 

This multicase study investigates the relationship between a student teacher's conception of proof and how he or she facilitates collective argumentation in a secondary mathematics classroom. In addition to classroom artifacts, interviews and observations in prospective secondary mathematics teachers' algebra, geometry, and calculus classes provide the data. Each participant's support for argumentation was analyzed using Krummheuer's adaptation of Toulmin's model for argumentation. Using interviews and analysis methods based on current research on proof and proving, conceptions of proof were analyzed for each participant. Patterns in each participant's support for argumentation were found to align with his or her conception of proof. In a crosscase analysis, participants' support for argumentation was found to align most strongly with one aspect of their conceptions of proof: their perceptions of the purpose and role of proof in mathematics. While similarities in their support for argumentation were noted, their perceptions of the purpose and need for proof differed from each other: Karis saw proving as important for explaining the mathematics, Lynn saw proving as important for her to know the reason why things worked, and Jared saw proving as important to know how to do things. These perceptions were found to be aligned with the patterns of argumentation observed in participants' classrooms. Karis provided most of the warrants for her students as she explained the mathematics to her students. Lynn's view of proving as personally important to her and her students is evident in her asking students to be involved in contributing many claims, data, and warrants. Jared's use and acceptance of primarily rules and procedures as warrants in his classroom is consistent with his view of proof as important for knowing how to do things 

School code: 0176 

DDC 
Host Item 
Dissertation Abstracts International 6805A

主題 
Education, Mathematics


Education, Teacher Training


Education, Secondary


0280


0530


0533

Alt Author 
The Pennsylvania State University

