This paper aims to describe which resources teachers employ to teach reasoning-and-proving in five different countries, what opinions they hold about them, which limitations they see, and what needs regarding these resources they have. Data were collected through a questionnaire and semi-structured interviews. Results suggest textbooks, other books, and teachers' own materials are almost universally the most used resources for teaching reasoning-and-proving. Teachers, however, mention issues with these and other resources. There are also similarities and differences across the nations, which the paper tries to explain.
Erdinç Çakıroğlu, Iveta Kohanová, Işıl İşler-Baykal, Mária Slavíčková, Benedetto Di Paola, Jakub Michal, et al. (2023). Mathematics teachers' uses of resources in the context of teaching reasoning-and-proving: Insights from a cross-national study. In P. Drijvers, C. Csapodi, H. Palmér, K. Gosztonyi, E. Herendiné-Kónya (a cura di), Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13) (pp. 4109-4116). Budapest : Alfréd Rényi Institute of Mathematics and ERME.
Mathematics teachers' uses of resources in the context of teaching reasoning-and-proving: Insights from a cross-national study
Benedetto Di Paola
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2023-01-01
Abstract
This paper aims to describe which resources teachers employ to teach reasoning-and-proving in five different countries, what opinions they hold about them, which limitations they see, and what needs regarding these resources they have. Data were collected through a questionnaire and semi-structured interviews. Results suggest textbooks, other books, and teachers' own materials are almost universally the most used resources for teaching reasoning-and-proving. Teachers, however, mention issues with these and other resources. There are also similarities and differences across the nations, which the paper tries to explain.File | Dimensione | Formato | |
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