A tool for identifying future primary school teachers' conceptions of proof
Formation et professionnalisation
- Da Ronch, Mickaël ORCID Haute Ecole Pédagogique du Valais, Suisse
- Mili, Ismaïl Université de Fribourg, Suisse
- Ouvrier-Buffet, Cécile ORCID Université Paris-Est Créteil, LDAR, France
- 2026
Submitted to:
- Research Report accepted for 49th Conference of the International Group for the Psychology of Mathematics Education (PME 49). - 2026
English
This research report addresses an underexplored yet crucial issue in teacher education: prospective primary teachers’ conceptions of mathematical proof. Based on a questionnaire administered to first-year teacher education students in French-speaking Switzerland, the study confirms the robustness and cost-effectiveness of this methodology and situates its findings within established research. The results highlight the functions future teachers attribute to proof and reveal discrepancies between their conceptions of mathematical rigor and the reasoning they mobilize when evaluating proofs, pointing to major challenges for teacher education.
- Conférence
- 49th Conference of the International Group for the Psychology of Mathematics Education (PME 49) July 27 to August 1 2026, Helsinki, Finland
- Language
-
- English
- Classification
- Education, teaching
- License
-
CC BY-NC
- Persistent URL
- https://fredi.hepvs.ch/hepvs/documents/335155
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- RR_Ouvrier-Buffet.pdf: 1