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How beliefs shape the selection of proofs for classroom instruction

Sommerhoff, Daniel;
ORCID
0000-0001-8574-0590
GND
1038109973
Zugehörigkeit
Pädagogische Hochschule Thurgau
Brunner, Esther; Ufer, Stefan

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.

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