Teachers’ attitudes towards proof of mathematical results in the secondary school curriculum: The case of zimbabwe
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This study investigated teachers’ attitudes towards proofs in the secondary school mathematics curriculum. The study was motivated by a desire to fill a gap existing in the literature in relation to teachers’ attitudes towards proofs. Thirty-four secondary school mathematics teachers’ responses to a Likert type questionnaire and interviews were summarised using the five themes of utility, positive attitudes, methods of proof, negative attitudes, and suitability of level of students to perform proofs. The teachers expressed neutral attitudes on technology as a method of proof and disagreed that verbal proof was a valid method for proving the viability of mathematical claims. The implications of the results are discussed using the context of Zimbabwean classrooms with a view to promote debate on how teachers could implement learner-centred reform.
KeywordsMathematics Teacher Mathematical Knowledge Mathematical Result Argumentation Skill Secondary School Mathematics
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