An Exploration into Secondary Mathematics Teachers' Instruction of Mathematical Proof in Singapore: Understanding Their Conceptions, Beliefs, and Challenges Related to Teaching Proofs
Saved in:
| Title: | An Exploration into Secondary Mathematics Teachers' Instruction of Mathematical Proof in Singapore: Understanding Their Conceptions, Beliefs, and Challenges Related to Teaching Proofs |
|---|---|
| Language: | English |
| Authors: | Navinesh Thanabalasingam, Weng Kin Ho, Berinderjeet Kaur, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Teachers, Mathematics Teachers, Mathematics Instruction, Mathematical Logic, Validity, Mathematical Concepts, Teacher Attitudes, Beliefs, Teacher Surveys |
| Geographic Terms: | Singapore |
| Abstract: | This study examines factors shaping teachers' instructions of mathematical proof in Singapore. Using a qualitative case study, two teachers' conceptions, beliefs, and challenges were analysed. Findings reveal reliance on empirical and axiomatic proof schemes, shaping instruction. Teachers faced challenges such as limited curriculum emphasis and lack of training. Instructional gaps include insufficient focus on proof tasks and inadequate pedagogical resources. Recommendations include enhancing teacher training, curriculum integration, and assessment reforms. Addressing these issues ensures proof is integral to mathematical reasoning in classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676461 |
| Database: | ERIC |
Be the first to leave a comment!
